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.

This research aims to integrate agroindustry and sustainability development into chemistry learning through the Project-Based Learning model (PjBL) to improve the competence of preservice chemistry teachers. This research employed the qualitative method. The Summer Course program was held collaboratively by Universitas Negeri Jakarta, Institut Pertanian Bogor, and Villanova University. The program was implemented online within six weeks due to the COVID-19 pandemic. The participants consisted of 25 students. The data had been collected through interviews, questionnaires, observations, student portfolios, and reflection journals. Based on the analysis, several projects developed by preservice chemistry teachers increased the application to solve sustainability problems in the agroindustry field. Furthermore, the project was expected to be developed into a natural product that can increase the agroindustry value for coffee farmers. The findings also foster the preservice chemistry teachers to improve their creative thinking, collaboration, higher-order thinking skills, and problem-solving skills. Besides, they developed their communication and collaboration after participating in the program. The paper outline is a project development learning experience in a sustainable field and would be a good resource for student-teacher involvement in teacher education.

This research is supposed to develop generic science skill-based student worksheets on chemistry learning materials acid and based. The method used in this research is the following ADDIE models (Analysis, Design, Develop, Implementation, and Evaluation). In the implementation step, the worksheet was used on 11th grade of South Tangerang Banten, Indonesia, general high school which was followed by 29 students. The instrument used is a questionnaire to measure the feasibility of the worksheet by experts (lecturer and teacher), and also student questionnaire response sheets. The findings of this research can conclude that the feasibility in terms of design component, appearance, content, language, and worksheet's appropriate with generic science skills. And the student responses, respectively for 84.13%; 92.26%; 92.41%; 95.95%; and 86.9%. This result shows that generic science skill-based worksheets can be used for the learning process. But still need to develop for bigger responders.

<p>This study aims to determine students' critical thinking skills by applying flipped classrooms using the Powtoon application on the topic of salt hydrolysis. This study, which included 36 participants—15 men and 21 women—used a descriptive methodology and was carried out at one of Jakarta's public high schools. The instrument used was an observation sheet to observe the flipped classroom model’s learning process, critical thinking skills tests, reflective journals, and depth interviews. The flipped classroom method entails four steps: pre-class by studying independently and providing stimuli. In-class by fostering critical thinking; and post-class by evaluating. Combining asynchronous and synchronous activities was the process. Students learn independently during the pre-class stage by answering pre-learning questions and watching videos. During the class phase, Zoom meetings are used for synchronous learning to discuss salt hydrolysis applications in particular contexts. Discussion assignments on the salt hydrolysis case help students learn asynchronously after class. The study results showed that the flipped classroom using the Powtoon application can be an alternative for distance learning and can influence the students’ critical thinking at a very good level. It also helps them be more active and critical in learning, like exchanging opinions with others and doing assignments on the topic of salt hydrolysis.</p>

Penelitian ini bertujuan untuk mengetahui  peningkatan hasil belajar ipa materi lingkungan alam sekitar melalui model  pembelajaran Picture And Picturepada siswa kelas IV SDN 0303 Aek BargotKec.Sosopan Kab. Padang Lawas.Penelitian ini akan dilaksanakan di SDN 0303 Aek Bargot Kec.Sosopan, Kab. Padang Lawas. Yaitu pada siswa kelas IV  yang berjumlah 17 orang, terdiri dari 6 orang siswa laki-laki dan 11 orang siswa perempuan.Penelitian merupakan penelitian tindakan kelas (PTK) yang dilakukan oleh guru (sebagai peneliti).Pada penelitan ini, instrumen yang digunakan diantaranya lembar observasi keterampilan guru dan tes lembar soal, serta pengambilan gambar (dokumentasi) pada saat pembelajaran berlangsung.Penelitian ini akan dilaksanakan selama 3 minggu yang dimulai sejak pembuatan proposal bulan Februari – Maret 2021. Penerapan model pembelajaran Picture And Picturemengalami peningkatan pada tiap siklusnya peningkatan pada prasiklus dengan nilai rata-rata 59,12 meningkat menjadi 67,94 pada siklus I kemudian meningkat lagi pada siklus II menjadi 82,05. Peningkatan hasil belajar siswa terjadi karena di dalam penerapan model pembelajaran Picture and picture siswa lebih mudah memahami terhadap materi sehingga hasil belajarnya meningkat.