No abstract

The aim of this research was to develop the sustainability competencies of preservice chemistry teachers’ through the use of a project-based learning model. Preservice chemistry teachers were engaged in a summer course program in collaboration with national and international universities. The summer course program was conducted online due to the COVID-19 pandemic. The research involved 26 preservice chemistry teachers from a pedagogical university in Jakarta, Indonesia, which joined with other university students from other universities in Indonesia, America, Thailand, and Malaysia. We used a qualitative methodology. Data were collected through interviews, questionnaires, observations, preservice chemistry teachers’ portfolios, and reflective journals. The data were coded into themes and interpreted to reveal that all students engaged successfully in developing their sustainability perspectives, environmental awareness, project development engagement, communication, and collaboration skills. Meanwhile, the preservice chemistry teachers engaged in developing their project in an online summer course program within the framework of sustainability.

Penelitian ini bertujuan untuk mengembangkan modul elektronik berbasis model Learning Cycle 5E pada pembelajaran kimia untuk materi asam-basa kelas XI SMA/MA. Penelitian ini dilakukan dengan menggunakan metode penelitian dan pengembangan model ADDIE (Analysis, Design, Develop, Implementation, dan Evaluation). Penelitian ini dilaksanakan pada Desember 2018 hingga Juni 2019. Instrumen penelitian yang digunakan untuk pengumpulan data pada penelitian ini, yaitu kuesioner analisis pendahuluan dan kebutuhan pada peserta didik dan guru, kuesioner uji kelayakan materi dan bahasa serta media, dan kuesioner uji coba pada peserta didik dan guru. Uji kelayakan atau validasi modul elektronik dilakukan oleh tiga ahli materi dan bahasa serta tiga ahli media. Hasil penilaian oleh ahli materi dan bahasa, serta ahli media pada keseluruhan indikator mendapatkan kategori baik hingga baik sekali. Begitu juga hasil uji coba pada peserta didik dan guru secara keseluruhan mendapatkan kategori penilaian dari baik hingga baik sekali. Berdasarkan hasil yang diperoleh, maka dapat disimpulkan bahwa modul elektronik berbasis model Learning Cycle 5E pada materi asam-basa yang dikembangkan sudah sesuai dengan kebutuhan peserta didik dan guru dan dinyatakan layak untuk dapat digunakan dalam proses pembelajaran sebagai sumber belajar peserta didik..

In this study, we sought to investigate the effect of a 2-week Technological Pedagogical Content Knowledge (TPACK)-based training program on how the pre-service teachers’ TPACK was perceived. To achieve the goal, we used four TPACK activities; Explore-Engage-Reflection-Transformation. The study employed mixed methods with a TPACK questionnaire and open questions. Increased self-efficacy perceptions of TPACK was evaluated using a one-group pre-post-post research design. The sample was 30 pre-service teachers (5 male; 25 female) at a public university in Indonesia. Paired t-test was used to examine the significant difference between pretest and posttest scores and Cohen’s d was calculated to check the strength of the effect size. As a result, the paired t-test showed that the posttest scores were significantly higher than the pretest scores for all TPACK dimensions with large effect sizes. In addition, qualitative data from students’ reflections were analyzed. It found that pre-service teachers understand the role of technology integration in the TPACK framework for creating meaningful learning experiences. Participants reflected on the role as assessment for, and as learning. Professional learning from the New Zealand education system was introduced within a holistic framework to stimulate students to be creative future-directed teachers and agents of change. This indicates that the present training program increased the pre-service teachers’ perceptions of TPACK at the end of the training. We suggest that TPACK training programs that facilitate how pre-service teachers integrate technology, content, and pedagogy to create effective technology-enriched learning environments in their subjects should be included in teacher education programs.

The chemical bonding is one of the crucial topics in chemistry as it becomes a basic concept to comprehend other topics. Unfortunately, it is difficult for students to understand because it is at the submicroscopic level. This study proposes a way to comprehend that topic by developing a simulation of 3D molecules using Augmented Reality (AR). The data was collected by questionnaire. This study was used ADDIE procedure to develop the product. From the results of this study, it can be concluded that the Augmented Reality learning media has a very good quality and is worthy of being used as a supporting media in chemical learning activities in the chemical bond topic.