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This research aimed to investigate the implementation of blended learning (BL), which was designed in a group of pre-service chemistry teachers at higher education institutions. Blended learning was implemented by holding face-to-face lectures combined with online lectures using the Schoology Learning Management System (LMS). Meanwhile, the research employed a qualitative approach. The purpose of this study was to discover learning experiences and perceptions of students who have applied BL in practical learning. The results showed that students found new experiences during blended learning. Based on experience, students felt independence, flexibility, and ease in working on problems. Furthermore, students’ perceptions showed a comfortable feeling because learning process was flexible, structured, active, and up-to-date. Given the advantages of BL, pre-service chemistry teachers expressed their interest in applying BL to the learning process when they have become teachers. However, there were some shortcomings of BL, namely slow internet connection and Schoology LMS that often logged the students out on its own during test. However, students liked the flexibility of classes conducted by video call via WhatsApp application. In further research, it is necessary to redesign the learning process, so that the communication between lecturers and students will be balanced during face-to-face learning and online learning and the learning process will be more effective.

The implementation of technology in learning becomes imperative and needs. Through learning, technology will be more meaningful and facilitate students in comprehending the materials. Based on the evaluation of the multivariable calculus courses can be concluded that the students had much difficulty in drawing materials graphic in dimensional space 3 (R3). Students had not been able to draw graphs of linear and quadratic equations well. To solve the problem, the researchers implemented the Maple software on the multivariable calculus courses. This study used a qualitative approach with a descriptive analysis method. The subject of research is the students’ of Mathematics education of Muhammadiyah Semarang University in Multivariable calculus courses in the academic year 2019/2020. The stages of learning have six stages, such as; 1) Students are introduced Cartesian coordinates in R3; 2) Students are given student worksheets; 3) Students are required to draw graphics in the Maple software; 4) Students are asked to compare pictures in student worksheets and Maple; 5) Students present discussion results; 6) Lecturers give feedback and conclude learning. Based on the research results, it can be concluded that the implementation of Maple Software can improve the ability of students’ spaces in Multivariable calculus courses.

This research showed the efforts of educators in improving the quality of the chemistry classroom atmosphere through technology. Cogenerative dialogue involves a dialogue between a small number of students, teachers, and researchers. This discussion featured an ethnographic case study from the co-teaching and cogenerative dialogue involving junior lecturers, certified chemistry teachers, preservice chemistry teachers, and students in the chemistry learning about chemical bonding, chemical elements, and laboratory introduction. This dialogue is guided by questions related to Technological Pedagogical Content Knowledge (TPACK). The SWOT analysis was used to provide an overview experienced by educators as well as TPACKing process. The use of a simple application that is a music player, video and camera can be easily used to make the class more enjoyable. Students enjoy a more comfortable classroom atmosphere with song rhythms, funny videos, and selfie activities. Constraints in mastering concepts macroscopically, submicroscopically, and symbolically are completed by utilizing virtual/augmented reality and virtual laboratory. Cogenerative dialogue can inspire educators to try and learn the technology for teaching chemistry.

Competencies required for prospective chemistry teachers include enhancer chemistry learning in the laboratory and field, designing experiment for learning or research, and carrying out experiments in the right method. For the time being, the implementation of Physical Chemistry lab work in Chemical Education Departmen of IAIN Walisongo was conducted through recipes models. Practical guidance and instrument have been provided by laboratory. The model therefore fosters less spirit in searching knowledge. To achieve competency of prospective chemistry teachers, the researcher has developed laboratorium guideline that feature SETS vision. The purpose of this study was to obtain a valid and effective guideline that feature SETS vision, which can be used as a reference in the laboratory work through R & D study. The learning materials which are practiced in the studies were electrochemistry which includes: Nernst equation; electrolysis; electroplating. Based on the final analysis, the guidelines has an average score of 4 (Very Valid) from expert validators. 16 out of 21 students scored ≥ 70. It indicates that SETS can improve students' Science processing skills with N-gain of 0.6 (medium). The performances, preparation of reports, SETS discussions, and classroom presentation have high criteria. The developed guideline received high positive responses from students.

Organic chemistry is one of the courses that must be taken by a pre-service teacher. However, not all students like the subject, on the other hand they have to learn. Practicum of Organic chemistry  has been carried out for some time by chemistry education students. Therefore to bridge the gap and problems. It needs to be an improvement to find out the problem. Therefore it is necessary to reflect on organic chemistry practicum using videos. This research was in the form of observation of learning organic chemistry which was participated by 29 semester 3 chemistry education students with acetic acid synthesis material, saponification and synthesis of butyl acetate. Based on the results of the study concluded that 1). It is important to prepare students' skills in using equipment 2). Practical topics getting closer to everyday products, will be more interesting, 3).Preliminary confirmation before practicum is important to ensure student readiness, 4). Reflection is very helpful in reminding lecturers of the results of learning objectives.

This study aims to describe the implementation of the small-scale chemistry approach in the practicum, as well as to show various Pre-service Science Teachers’ impressions. This research is action research involving 69 Pre-service Science Teachers (PSTs), 15 males and 54 females. Collecting data using documentation techniques at each stage of practicum activities, as well as reflection sheets. The results of the documentation are presented and analyzed using narrative descriptions, while the results of the reflections from the PSTs are coded and grouped into (1) the most memorable experiment, (2) positive impressions, and (3) negative impressions. The practicum covers five topics, namely (1) separation of the mixture (filtration), (2) reaction rate, (3) oxidation and reduction reactions (electrolysis), (4) heat transfer (calorimeter), and (5) acid-base solution. The practicum that gave the most impressive was the practicum on acid-base solutions (41.2%), while the one that got the least impressive was the practicum on calorimeters (4.4%). Many positive impressions that appear in practicum activities are “low-cost”, “colorful”, “easy to carry”, “hard to break”, “material savings”, and “more understandable”. The most negative impressions that appear in the series of implementation activities are “limited tools”, “too small-scale tools” and “inaccuracy”. The result of the teacher's reflection finally considers the impression of "limited tools", "material limitation", and "too simple" to be a consideration in developing further practicum activities with the SSC approach.

This study explores the science class experiences of pre-service science teachers (PSTs) and reveals their images of own future classrooms. This study involved 176 first-year pre-service science teachers taking the teacher training program at two Islamic universities, namely Institut Agama Islam Negeri Kudus and Institut Agama Islam Negeri Salatiga, Indonesia. Data collection used the modified Draw-A-Science Teacher Test Checklist (DASTT-C) instrument. The results showed that the teaching style drawn by pre-service teachers was dominated by teachercentered (65%), neither student-centered nor teacher-centered (24%), and studentcentered (11%). There is no significant relationship between teaching style and gender, the type of institution at the previous level, the meaningfulness of science subjects, and the desire to be a science teacher in the future, but the description of their teaching style has a significant relationship with their responses to schoolscience teachers' instruction. The response of PSTs to their past learning leads to how they present the future learning environment.