Prospective Chemistry Teachers Research Articles

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability for Prospective Chemistry Teacher Students and Chemistry Teachers: A Literature Review

Mastering ICT is a prerequisite for teachers in the 21st century, and this is consistent with the TPACK framework that a teacher or aspiring teacher needs to be equipped with. Technological, pedagogical, and content knowledge (TPACK) is a conceptual framework that combines components that include three types of knowledge that teachers need to master, namely technological, pedagogical, and content knowledge. TPACK is a framework that seeks understanding the relationship between pedagogical and technological knowledge. In TPACK, teachers' knowledge of integrating technology into learning makes learning effective and efficient. This study aimed to observe the Technological Pedagogical Content Knowledge (TPACK) ability of prospective chemistry teachers and chemistry teachers. The research method used a literature study in the form of an analysis of various literature derived from national and international articles in accordance with the research objectives, namely 33 articles on the ability of Technological Pedagogical Content Knowledge (TPACK) of prospective chemistry teachers and chemistry teachers. The results showed that the components of TK, PK, TPK, TCK, and TPACK owned by prospective chemistry teachers and chemistry teachers were in the sufficient category. The TPACK abilities of chemistry teacher candidates and chemistry teachers still need to be improved in several aspects of content mastery, pedagogy, and technology. Developing TPACK abilities requires a long process to acquire new sources of skills and knowledge needed to form professional teachers.

Chemistry Teaching Departments’ Current Situation from the Perspective of Prospective Chemistry Teachers: A Case Study

This study aims to investigate the opinions of prospective chemistry teachers (PCTs) regarding the chemistry teaching department. In this qualitative research, 47 PCTs participated and the data were collected via an opinion form and focus group interviews. In the end, it was found that the PCTs preferred the department willingly, the intrinsic factors mainly shaped their preferences. Additionally, if they had a second chance they expressed that they would prefer different departments related to health like nursing, and pharmacy. Appointing in the Public Personnel Selection Exam (KPSS in Turkish) is prominent for them in the post-graduation period if not they have different plans. Correspondingly, the most intense feeling about this period they have is fear. In the end, they criticized the current undergraduate chemistry teaching curriculum and complained about it. They anticipated modifications both in the distribution and the context of the courses. In the end it was seen that they emphasized that they wanted more chemistry based professional knowledge courses.

Development of a Video on How to Make Synthetic Indicators in the Laboratory to Improve Practicum Competence of Prospective Chemistry Teachers

The competence to make synthetic indicators is terribly required by chemistry teachers in high school in order that the implementation of practicum can run more effectively and efficiently. This study aimed to develop a practicum video on how to make synthetic indicators and find out the quality of the developed video. This study was a Research and Development (R&D) study with 4D development model (Define, Design, Develop, and Disseminate). The product was a practicum video on how to make synthetic indicators, in the form of MP4, containing the creation of phenolphthalein, starch, Tollens, and Fehling indicators. The product was assessed by one material expert, one media expert, and four reviewers (high school chemistry teachers). The results of product assessments based on quality, from media expert, it got a percentage of 96% in the very good category; from material expert, it got a percentage of 95% in the very good category; and from reviewers, it got a percentage of 98.33% in the very good category. Furthermore, the video was also responded very well by prospective chemistry teachers with an ideal percentage of 98%. Based on the results, it can be concluded that the developed product is feasible to be used in the learning process to improve the ability of prospective chemistry teachers to make synthetic indicators in the laboratory

Validitas Isi Instrumen TPACK pada Calon Guru Kimia menggunakan Aplikasi Model Rasch

This research aims to assess the content validity of the instrument used to measure Technological Pedagogical Content Knowledge (TPACK) in prospective chemistry teachers. The evaluation encompasses a thorough analysis of the instrument's alignment with the knowledge domains being measured, ensuring that the instrument covers key aspects of TPACK that are relevant to the context of teaching chemistry. Content validity reflects the representation and relevance of a set of items used to measure a concept carried out through rational analysis of the contents of the test through an expert panel assessment. This validity refers to the accuracy of the measurement based on the contents of the instrument to ensure that the scale of the items used has fulfilled the entire concept of the item or the suitability of the item. The instrument used in this study was assessed by nine validators consisting of two chemistry education experts and seven chemistry teachers. The assessment is done by determining the appropriateness or relevance of the test contents to be used through rational analysis by a competent panel or through expert judgment. The instrument validations in this study were 20 multiple choice questions. The assessment is done by giving a score of 1-4 on each item. This research is a quantitative descriptive study using Rasch model analysis. The analysis showed that the exact agreement was 71.4% and the expected agreement was 73.8%. Based on measurements showing relevant items in this research instrument, there are 17, among others number 1, 10, 11, 14, 5, 8, 19, 20, 18, 3, 6, 12, 13, 15, 17, 4 and 9. While there are 3 items that are irrelevant and need to be corrected, including number 16, 2 and 7.

The effects of prospective chemistry teachers’ laboratory teaching experiences on their metacognitive thinking skills and perceptions of problem-solving skills

The effects of prospective chemistry teachers’ laboratory teaching experiences on their metacognitive thinking skills and perceptions of problem-solving skills

Determination of comprehension levels of prospective chemistry teachers related to covalent bonding by using concept cartoons strategy

This study aims to identify prospective chemistry teachers’ difficulties in comprehension of the subject of polar and nonpolar covalent bonding. In addition to that, attempts were also made to determine how they interpreted the nature of force in covalent bonding. The study was conducted in a qualitative research method. Three different concept cartoons were used for data collection. 15 prospective chemistry teachers were included in the study. All of the participants were chosen through a purposeful sampling method. The data collected were put to content analysis, consistent with the nature of qualitative research studies. Following the analyses, the prospective chemistry teachers’ levels of comprehension of the subject were revealed and the issue was discussed.

Supporting first-year students in learning molecular orbital theory through a digital learning unit

Abstract A large number of chemistry students drop out of their studies, often because of high requirements for content knowledge. Quantum chemical models of atomic bonding such as molecular orbital (MO) theory are particularly challenging. We aimed to develop an intervention on MO theory based on the Computer-Supported Collaborative Learning framework. First, students work independently with interactive learning videos. Then, they create concept maps about core concepts of MO theory. In this paper, we present the evaluation of this intervention in terms of content knowledge, considering person-specific characteristics. Additionally, we compare three different treatment groups with varying materials and group arrangements, and prospective chemistry teachers with other first-year students. Our results show that students can answer single-choice questions well with the prior knowledge from their first-year chemistry course. Answering open-ended questions is more difficult. Nevertheless, they can improve significantly in both categories by working with the learning videos; creating concept maps does not lead to significant content knowledge changes. There are also no significant differences between the three treatment groups, or between teacher students and other chemistry freshmen. Regarding prior knowledge, differences depending on gender and school-leaving grades can be measured, whereas the choice of courses in school has no effect.

The TPACK Profile of Chemistry Prospective Teachers in Microteaching Class, University of Bengkulu

The low knowledge of TPACK among senior semester students is the main reason for conducting this research. Whereas this knowledge supports them to become a teacher. When the profile is known, the researcher as well as the study program lecturer can prepare and improve the student’s TPACK. This research is descriptive research with a quantitative approach. The purpose of this study was to analyze the TPACK profile of prospective chemistry teacher in the microteaching class. The research subjects were students of the chemistry education study program, University of Bengkulu who took the course. The instrument used is the TPACK questionnaire. This TPACK questionnaire consists of aspects of TK, PK, CK, TPK, TCK, PCK, and TPACK. This questionnaire uses a Likert scale. The results of the study were then categorized into 5 categories in each aspect. This category is useful for grouping students. The results of this study stated that students of the chemistry education study program who took microteaching courses knew this TPACK in the good category. Almost all aspects have an average score in the good category, only 1 aspect has a sufficient average score.

Etnosains: Persepsi Calon Guru Kimia terhadap Pembelajaran Kontekstual Berbasis Budaya

Ethno and science provide a dimension of togetherness in the development of society's culture and science. The aim of the study was to determine the perceptions of prospective chemistry teachers towards ethnoscience in contextual-based learning. The method used in this research is qualitative. Sources of data were taken from 39 first and second level chemistry teacher candidates and then specified into seven tribes in seven districts/cities in South Sumatra. The research instruments are surveys, interviews, and observations. Data were analyzed based on an interactive analysis model. The data analysis technique is to reduce the data and then draw conclusions. This study shows a positive perception of prospective chemistry teachers towards ethnoscience, that is, they are able to understand and elaborate on the ethnoscience approach in basic science lectures. The main problem faced by prospective chemistry teachers in the ethnoscience approach is that they are not used to connecting science content based on the chemical context with local culture. Ethnoscience approach can be implemented with Contextual Learning. This learning provides an opportunity for prospective chemistry teachers to further explore the culture of the surrounding community in a more real way. Contextual Learning helps and bridges the process of discovering concepts and contexts that exist in learning.

Using Concept Maps to Support Prospective Chemistry Teachers in Interconnecting Chemical Contents

Using Concept Maps to Support Prospective Chemistry Teachers in Interconnecting Chemical Contents

Implementation of Digital-Based Authentic Assessment to Assess Observing, Inferring and Predicting Skills in Prospective Chemistry Teachers

As the spearhead of successful learning in the classroom, a prospective teacher must have qualified abilities and skills, teacher competence and teaching quality need to be ensured. One of the ways to measure the competence of prospective chemistry teachers is by using authentic assessments. This assessment can be done digitally through an authentic digital-based assessment with a project-based learning model. The model, research design and instrument development carried out in this study is an adaptation of the test preparation procedure with the following instrument preparation steps: (1) planning the test, (2) trying out the test, (3) establishing test validity, (4) establishing test reliability, (5) interpreting the score. In this study, there were three parameters studied, namely (1) Analysis of the needs of prospective teachers at school. (2) Preparation of authentic assessment instruments that have been developed based on validators, (3) Analysis of observing, inferring and predicting skills. Analysis of school needs is the basis for the preparation of authentic assessment instruments and models that are compiled. The results of the learning instruments that have been compiled and have been developed have excellent quality criteria with an average per aspect of 0.875 and are declared valid based on the assessment of material experts, media experts and peer reviewers. The validated instrument is then implemented where the Implementation Analysis on prospective teachers in the observing aspect gets a score of 3,374 including in the excellent category, as for inferring, it gets a score of 3,217 including in the good category, in the predicting aspect it gets a score of 3,553 including the excellent category, so that the average teacher candidate gets a score of 3,392 including the excellent category. Meanwhile, the affective instrument of students got a score of 3.22 on the persistence aspect and 3.16 on the attention aspect, both of which were in the good category. So that the average affective aspect of the participants got a score of 3.19 and was included in the good category

Identification of Prospective Chemistry Teachers’ Misconceptions When Practicing Basic Teaching Skills and Their Correction Through Cognitive Conflict Strategies

Chemical misconceptions occur in almost all topics. Identification of chemical misconceptions has been carried out on students, students and even teachers. Chemical concepts are interrelated, so misconceptions at the primary level have the potential to cause misconceptions in the next concept. This study aims to identify misconceptions held by prospective chemistry teachers practicing basic teaching skills and overcome them through cognitive conflict strategies. This research is a naturalistic case study with an interpretive paradigm framework. Research is carried out naturally (natural setting) following the ongoing lecture program. The research was conducted during the even semester of the 2021/2022 academic year with 32 meetings for two classes. The research participants comprised 25 students (2 classes) taking microteaching courses. As the main instrument, the researcher is a microteaching subject with more than ten years of teaching experience. Data were collected using observation and interview methods with a cognitive conflict strategy framework. The results showed many misconceptions, including ionic bonds, ionization, and the formula for determining the pH of a buffer solution. Four prospective chemistry teachers experienced this misconception when practicing basic teaching skills. The correction results showed that 3 out of 4 students managed to correct the misconceptions that had been experienced before. One misconception is resistants. Based on the study results, it is recommended that a teacher or instructor pay attention to the misconceptions that occur and immediately overcome them as soon as possible.

Relationship between level of scientific creativity and scientific attitudes among prospective chemistry teachers

<span lang="EN-US">Scientific creativity and scientific attitude are important things that must be passed on in science learning. That is because the level of scientific creativity and scientific attitude could influence the performance in learning. As the same crucial components in learning, this research aimed to study the relationship between the level of scientific creativity and scientific attitudes. This study involved 92 prospective chemistry teachers in Pekanbaru, Indonesia who were selected using sample-simple random sampling. The data was collected through a chemistry scientific creativity test (CSCT) in form of open-ended questions, and a scientific attitude questionnaire. The data further was analyzed using SPSS 26.0 with a calculation of spearman correlation. The result showed that there was no relationship between the level of scientific creativity and scientific attitudes with Sig. 2-tailed=0.193, r<sub>s</sub>=0.137. It indicated that the level of scientific attitude was not the dominant factor that could influence the level of scientific creativity among prospective chemistry teachers in this study. Thus, this finding could be a consideration for educational stakeholders to explore the dominant factor that affected scientific creativity.</span>

Designing a Green Chemistry Integrated Separation and Purification Textbook Using the Four Steps Teaching Material Development (4STMD) Method: Selecting and Structuring Steps

This research aims to develop a university chemistry textbook in the Separation and Purification course by integrating the principles of Green Chemistry through the Four Steps Teaching Material Development (4STMD) method. Several separation and purification techniques are designed in this textbook, including sublimation, recrystallisation, chromatography, and distillation techniques, which are packaged in a presentation that focuses on the principles of Green Chemistry. The textbook development uses the 4STMD method which includes the steps of selecting, structuring, characterisation, and didactic reduction. The 4STMD is a teaching material development method characterised by a well-organized and straightforward sequence of steps. The research is limited to the selecting and structuring steps so that the research results are more focused and in-depth. The instrument used in this study was a review sheet of the suitability of concepts, indicators, and core competencies; as well as the suitability of concept maps, macro structures, and textbook systematics. The instrument used in this study was a review sheet of the suitability of concepts, indicators, and core competencies; as well as the suitability of concept maps, macro structures, and textbook systematics. This research was motivated by the limited number of college textbooks with a Green Chemistry perspective, especially for prospective chemistry teachers in coastal areas. Separation and purification are basic skills that must be mastered before synthesising and isolating a compound. However, the synthesis and isolation process usually involves the use of relatively hazardous solvents. Therefore, a separation and purification textbook that integrates Green Chemistry is needed so that students can master specification and concentration materials that are oriented towards environmental sustainability.

The Mnemonic Correction Becomes Meaningful Through Focus Group Discussion in Chemistry Learning

One of the concerns in the learning process is the meaning of writing mnemonics to help students memorize chemistry concepts. The research aimed to correct mnemonics in learning presentation by prospective chemistry teachers' students to be meaningful. The research used constructive design and qualitative methods. The researcher was the main instrument for the microteaching course. Data were collected through observation, focus group discussions (FGD) based on cognitive conflict, and documentation analysis. The results showed that it was found that two prospective chemistry teachers’ students from different groups presented the same mnemonic with less meaningful. The mnemonic was used to memorize the halogens (group 17 of the periodic table). The less meaningful mnemonic generally comes from social media. Based on the group discussion, the students of prospective chemistry teachers obtained 18 mnemonics with meaningful values.Prospective teachers must be able to improve mnemonics in learning to make it more meaningful, one way being to integrate ethnoscience aspects. It was suggested that there should promote creativity in developing learning that encourages positive attitudes to strengthen character education.

Design of a Teaching-Learning Sequence and Its Effect on Self-Efficacy and Perceptions of Prospective Chemistry Teacher Students: An Educational Reconstruction Study of Fire-Retardant Bamboo

This research was conducted to reconstruct the sustainability-oriented learning stages’ design on fire-retardant bamboo and its effect on self-efficacy and perceptions of prospective chemistry teacher students. This study uses mix method with Exploratory Sequential Design, which is guided by the Model of Educational Reconstruction (MER) with the following stages: (1) content structure analysis, (2) research on students’ pre-conceptions, and (3) learning design development. The instruments used were text analysis sheets, interview guidelines, validation sheets for the design of the learning stages, and questionnaires on student self-efficacy and perceptions. The topic used to develop the learning stages is the concept of ionic liquids as fire-retardant agents. The research data are scientific conceptions related to learning issues and chemical ideas. In addition, students’ pre-conceptions regarding learning topics were obtained, followed by results validating the design of learning stages as well as the ability of students’ perceptions and selfefficacy. The scientist’s conception was analysed using the content qualitative analysis method, resulting in a concept map. The result of students’ pre-conception on fire-retardant bamboo interview showed that the topic was new to the students. The percentage of students’ self-efficacy abilities increased to 88.9%, which is in the excellent category. The students’ perceptual abilities rate increased to 92.8%, which is in the agreed category. Thus, the design of sustainabilityoriented learning stages on fire-retardant bamboo can increase the self-efficacy and perceptions of prospective chemistry teacher students. The design of the learning stages can help prospective teacher students integrate chemical concepts with technological engineering in learning. Using sustainable materials in the learning stages can foster sustainability literacy in students and support the creation of sustainability-oriented education in the higher education environment

Pengembangan Instrumen Penilaian Kreativitas Mahasiswa pada Matakuliah Kimia Lingkungan

This study aims to develop creative research instruments for prospective chemistry teacher students in environmental chemistry courses. This instrument was developed using the 4D model, but was carried out until the expert validation test stage was carried out by 3 expert validators who were competent in the field. The results of the validation carried out by the three validators obtained an average score of 3.62 with very valid criteria. The instrument questions were made based on the TTCT-V (Torrance Test of Creative Thinking Verbal) on water pollution. Besides being able to see creative thinking abilities, this test can also show students' cognitive abilities and problem solving. However, it is necessary to carry out further research to see the practicality and effectiveness of the developed test instrument.

Argumentation Practices to Increase Knowledge and Competence of Acid-Base Materials for Prospective Chemistry Teacher Students

Penelitian ini bertujuan mengetahui praktik argumentasi untuk meningkatkan pengetahuan dan kompetensi materi asam basa pada mahasiswa calon guru kimia. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen. Adapun desain penelitian ini ialah pre-test post-test control group. Sampel dalam penelitian ini adalah 54 mahasiswa pendidikan kimia UIN Sunan Kalijaga Yogyakarta yang sedang menempuh kuliah kimia dasar. Sementara itu, instrumen pengetahuan berupa tes dengan bentuk pilihan ganda, sedangkan instrumen kompetensi berupa tes dengan bentuk uraian. Teknik analisis data dalam penelitian ini dilakukan secara statistik inverensial (analisis independent sample t-test). Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai pre-test dan post-test pada domain pengetahuan dengan nilai t = -5.508 dan nilai probabilitas/p value uji t paired = 0.00 (nilai p value < 0.05). Selain itu, nilai mean (rerata) = -4.167 (bernilai negatif) menunjukkan bahwa terjadi kecenderungan peningkatan pengetahuan secara signifikan. Ada pula perbedaan yang signifikan antara nilai pre-test dan post-test domain kompetensi dengan nilai t = -8.686 dan nilai probabilitas/p value uji t paired = 0.00 (nilai p value < 0.05). Selain itu, nilai mean (rerata) = -3.796 (bernilai negatif) menunjukkan bahwa terjadi kecenderungan peningkatan nilai dimensi kompetensi secara signifikan.

Video project in distance learning during the pandemic: Readiness, processes, and benefits

Research on video-making on project-based distance learning (VPjDL) was conducted for prospective chemistry teacher students to solve the problem in an educational system due to the Coviv-19 pandemic. In this study, a questionnaire analysis was conducted on the readiness of resources, the learning process and student motivation in distance learning based on video-making projects. In contrast, learning outcomes are measured based on aspects of creative thinking skills. This study aimed to determine the relationship between resource readiness, learning process, and motivation for distance learning based on video-making projects on creative thinking skills. The relationship between resource readiness, learning process and motivation on VPjDL is the novelty of this article. In this study, the number of samples used was 30 students. Data analysis was performed using the Pearson Bivariate correlation. The data analysis results show a relationship between resource readiness, learning process, and motivation to students' creative thinking skills. On the other hand, student creativity is shown by video products with a very high level of originality.

DEVELOPMENT OF ASSEMBLR EDU-ASSISTED AUGMENTED REALITY LEARNING MEDIA ON THE TOPIC OF EFFECT OF REACTANT’S CONCENTRATION AND CATALYST ON REACTION RATE

The level of submicroscopic representation can be cause of difficulty in learning chemistry, so that interest and understanding of chemistry concept is low. In overcoming this, innovative learning media are needed that are able to visualize and make it easier to understand abstract concepts, especially on the subtopic of the effect of reactant’s concentration and catalyst on the chemical rate reactions. This research aims to create product in the form of Augmented Reality assisted by Assemblr Edu that is valid, effective, and practical. This study is Research and Development that uses ADDIE development model and involves 10 prospective chemistry teacher students. Research instruments include validation sheets, test items, and response questionnaire. Data were analyzed using Aiken's V and descriptive statistic. The results showed that: (1) product have fulfilled very valid criteria with average percentage of 92% with aspect of product presentation and use are 92% (very valid), content aspect of 94% (very valid); language aspect by 92% (very valid); (2)average test score of respondents after using the product is 70 which indicates that product is classified as effective; and (3)average response to the product is 90% indicating that the product is very good and classified as very practical. The product is feasible to use and can support the mastery of technology-based concept, especially in the subtopic of the effect of reactant’s concentration and catalyst on chemical rate reactions.