Pre-service Science Teachers’ Impressions on The Implementation of Small-Scale Chemistry Practicum

Abstract

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.

Strengthening Pedagogical Content Knowledge in Designing Laboratory Activity Based on Small-Scale Chemistry Practicum Approach

“…While calibration relates to how the process for calibrating a pipette is to obtain the appropriate drop size. This is also in line with previous research which shows the obstacles to implementing the SSC approach are how to operate small tools, difficulties in cleaning tools, and the level of accuracy in measuring volume and mass (Abdullah et al, 2009;Imaduddin et al, 2020;Mohamed et al, 2013) In the aspect of negative expression, the expression "failed" appears which indicates the participants' dissatisfaction with the results of the design and implementation. This is because not all designs are prepared as expected and easy to implement.…”

“…This expression relates to the limited knowledge of the types of tools that can be modified, the limited adequacy of materials that can be replaced and reacted, the limited ideas related to practicum, and the limited time to determine the type of practicum chosen by the group. Limitations in the variety of tools and materials related to practical experience and also an exploration of ideas are one of the findings in the implementation of the SSC approach (Imaduddin et al, 2020). Even so, the expression "happy" was also shown as an expression that a lot emerged from the participants' self-reflection.…”

“…This strategy needs to be introduced to teachers through PCK strengthening programs in designing laboratorybased learning activities. This approach is an innovative and effective learning approach (Imaduddin et al, 2020). Research related to the teacher professional development program by the Indonesian government has not been able to increase teacher competence effectively (Rahman et al, 2015;Sumintono & Subekti, 2015).…”

Depicting Chemistry Teachers’ Perception of Laboratory Environment and Teaching Satisfaction

“…Further research needs to be carried out to implement approaches that can facilitate teachers in optimizing the chemistry learning process in the laboratory. One alternative that might be able to facilitate a variety of laboratory conditions at the teacher's institution, in this case, is the small-scale chemistry lab approach (Imaduddin et al, 2020). Further research needs to be carried out to see how this implementation can influence teachers' perceptions of teaching satisfaction from the psychosocial environment that is presented in small-scale chemistry learning.…”

Designing Small-scale Chemistry for General Chemistry Practical Work Course

“…One solution for this is Small-scale Chemistry (SSC). SSC was introduced to overcome the problems of shortages and expensive laboratory facilities and to minimize waste generation (Imaduddin et al, 2020).…”