Chemistry Mobile Learning of Chemical Elements to Foster Education for Sustainable Development

Students often face difficulties in learning chemical elements due to the large number of concepts that require memorization and limited contextual engagement. At the same time, chemical elements play a vital role in addressing environmental issues, making their understanding essential for advancing Education for Sustainable Development (ESD). This study aimed to develop an Android-based Chemistry Mobile Learning (CML) application in the form of an educational game to promote ESD-oriented chemistry learning. The development followed the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate). The CML application was validated by six expert reviewers, resulting in Aiken’s V scores of 0.91 and 0.93, indicating a high level of validity. Student feedback showed that 91% rated the learning experience as “Very Good.” The results suggest that the developed CML tool is both feasible and practical for classroom implementation. It enhances student engagement, supports meaningful learning, and fosters sustainability-oriented thinking in chemistry education.Siswa mengalami kesulitan dalam pembelajaran kimia unsur karena banyaknya konsep yang harus dihafal. Selain itu, unsur-unsur kimia juga memegang peranan penting dalam Pendidikan untuk Pembangunan Berkelanjutan (PPB), karena banyaknya konsep kimia yang dapat digunakan untuk memecahkan masalah lingkungan. Penelitian ini bertujuan untuk mengembangkan pembelajaran kimia mobile (CML) yang disajikan dalam bentuk permainan edukatif berbasis android untuk mendukung Pendidikan untuk Pembangunan Berkelanjutan. Penelitian ini dirancang dengan menggunakan model metode ADDIE (analyze, design, development, implementation, and evaluation). CML divalidasi oleh 6 orang ahli dengan nilai 0,91 dan 0,93 (Nilai Aikens) dengan Kategori Valid. Respon siswa terhadap penggunaan CML adalah positif, dengan 91% siswa memberikan penilaian dalam kategori "Sangat Baik". Media pembelajaran CML dinilai layak dan praktis untuk digunakan di kelas. Media ini secara efektif mendukung pembelajaran kimia yang bermakna dan berkelanjutan, menjadikannya media pembelajaran yang berguna untuk meningkatkan keterlibatan dan prestasi siswa sesuai dengan tujuan ESD

Trends in Integrating Green Chemistry and Sustainability into Chemistry Education

The growing urgency of environmental challenges has emphasized the importance of integrating green chemistry and sustainability concepts into chemistry education. Green chemistry provides a framework for promoting environmentally responsible scientific practices, while sustainability fosters long-term thinking and ethical decision-making among learners. This study aims to analyze recent trends in the integration of green chemistry and sustainability in chemistry learning contexts. A Systematic Literature Review (SLR) was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Twenty peer-reviewed articles published within the last six years and indexed in Scopus and Science and Technology Index (SINTA) were selected from databases including Google Scholar, Education Resources Information Center (ERIC), and Multidisciplinary Digital Publishing Institute (MDPI). The findings indicate that integrating green chemistry and sustainability enhances students' knowledge, interest, and motivation to adopt environmentally responsible attitudes and practices. Despite these benefits, the integration process faces several challenges, such as limited instructional resources, lack of pedagogical strategies, and insufficient contextualization. The study also highlights various effective strategies for implementation, including the use of student worksheets, multimedia tools, and ethnoscience-based approaches that align chemistry learning with local cultural contexts. These insights contribute to the development of more responsive and sustainable chemistry education models, aligning science instruction with global environmental goals and promoting pro-environmental behaviors among future scientists

Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding

The advancement of digital technology and the growing demand for student-centered learning have prompted educators to explore more innovative approaches in science education. In chemistry, abstract concepts often pose significant challenges for learners, particularly at the secondary school level. This study aimed to examine how practising chemistry teachers integrate digital technology and project-based learning (PjBL) to enhance students’ conceptual understanding. A descriptive qualitative design was employed, involving in-depth interviews with 22 secondary school teachers who are also distance education students. Thematic analysis revealed that combining video-based instruction, interactive simulations, and contextualized PjBL strategies significantly improved students’ comprehension of complex topics such as atomic structure, chemical bonding, and colligative properties. For example, digital simulations enabled clearer visualization of atomic models, while hands-on projects like “Ice Cream Making to Explore Colligative Properties” successfully connected theoretical knowledge with real-life experiences. Despite the pedagogical advantages, challenges such as disparities in digital literacy and the limitations of online platforms were noted. This study contributes to the evolving field of chemistry education by offering practical insights into the implementation of digital and project-based strategies tailored to the learning preferences of Generation Z and Alpha students. The findings underscore the need for systemic teacher support, professional development, and infrastructure improvement to maximize the benefits of these transformative teaching approaches

Chemistry Teachers’ Perspectives on the Implementation of Interdisciplinary Science Projects in Vocational Schools: Challenges and Strategic Solutions

The integration of interdisciplinary approaches in science education has gained increasing prominence, particularly within vocational school contexts. The research aims to identify the challenges faced by these teachers and to explore potential solutions for improving project-based instruction within the framework of Indonesia’s Merdeka Curriculum. This study investigates the perspectives of chemistry education graduates who are currently implementing interdisciplinary science projects in vocational schools across Central Java, East Java, and the Special Region of Yogyakarta. Employing a qualitative descriptive design, data were gathered from 25 purposively selected participants using an online open-ended questionnaire. Thematic analysis revealed several core challenges: limited pedagogical competence in project-based learning, difficulties in synthesizing natural and social science content, insufficient laboratory infrastructure and teaching materials, and restrictive curriculum policies that constrain instructional flexibility. These issues were especially pronounced among teachers with mono-disciplinary backgrounds in chemistry, who are now required to deliver integrated and contextualized learning. In response, the participants proposed actionable strategies, including training in contextual and project-based methodologies, mastery of interdisciplinary content, enhanced professional collaboration through musyawarah guru mata pelajaran (MGMP)  / subject teacher forums, improved access to instructional resources, and flexible curriculum design. The study highlights the need for comprehensive and systemic support to enhance teachers’ capacity to deliver meaningful and vocationally relevant interdisciplinary science education. The findings provide critical insights for policymakers, curriculum developers, and teacher education institutions aiming to advance the implementation of holistic STEM education in vocational settings

Integrating Plastic Waste Pyrolysis Technology into STEM Education to Improve Students' Environmental Knowledge and Attitude

The growing concern over plastic waste pollution and its harmful byproducts, such as CO, CO₂, NOₓ, and SOₓ gases from incineration, necessitates alternative and environmentally responsible waste management strategies. At MAN Insan Cendekia Bengkulu Tengah, a boarding school that manages its own waste, the integration of pyrolysis as a cleaner method for plastic waste treatment offers both practical and educational value. This study aimed to contextualize plastic waste pyrolysis within STEM-based learning to enhance students’ environmental knowledge and attitudes through interdisciplinary instruction. A quasi-experimental two-group pre-test–post-test design was employed, involving 32 students divided equally into control and experimental groups. The control group received STEM instruction using a module and video on plastic pyrolysis, while the experimental group engaged in a more immersive approach involving the same materials supplemented with hands-on pyrolysis activities. Results indicated that the experimental group outperformed the control group, with an environmental knowledge normalized gain (N-gain) score of 0.67 (medium), compared to 0.47 (low) in the control group. Additionally, the experimental group achieved higher environmental attitude scores (85) than the control group (76). These findings demonstrate that STEM education incorporating contextual, multimodal, and practical components can significantly enhance students’ conceptual understanding and engagement with environmental issues. The study contributes to the growing body of evidence supporting experiential STEM education as an effective approach for fostering environmental awareness and action in secondary education settings

Enhancing Students’ Critical Thinking Through Problem-Based Learning With Socio-Scientific Issues: A Study On Stoichiometry In Grade X Science

Understanding stoichiometry remains a significant challenge for many secondary school students, primarily due to traditional instructional approaches that emphasize memorization rather than analytical reasoning. To address this issue, this study examines the effectiveness of a socio-scientific issue (SSI)-based problem-based learning (PBL) model in fostering students’ critical thinking skills in stoichiometry instruction. The research employed a quasi-experimental design with a non-randomized pretest–posttest control group structure. Participants consisted of two grade X classes from SMAN 1 Sipirok, with one class assigned as the experimental group receiving SSI-based PBL instruction and the other as the control group receiving conventional teaching. Data were collected through essay tests designed around Ennis’s twelve critical thinking indicators. The results of an independent samples t-test indicated a statistically significant difference in posttest scores between the two groups (p = 0.027, p &lt; 0.05), demonstrating that the experimental group outperformed the control group in critical thinking. These findings suggest that integrating socio-scientific issues into problem-based learning can effectively enhance students’ reasoning, engagement, and conceptual understanding in chemistry education. The study contributes to the ongoing discourse on innovative pedagogies by highlighting the pedagogical potential of SSI-based PBL for cultivating higher-order thinking skills in science classrooms.The critical thinking skills of high school students in chemistry are still relatively low, one of which is caused by the dominance of the teacher in the learning process, which makes students passive. This study aims to determine the effect of the application of problem-based learning (PBL) based on socio-scientific issues (SSI) on students' critical thinking skills on stoichiometry material. The research was conducted at SMAN 1 Sipirok with a sample of two classes: class X MIA-1 (control class) with 17 male and 18 female students, and class X MIA-2 (experimental class) with 15 male and 20 female students. This study used a quasi-experiment with a non-randomised group pre-test and post-test design. The instrument used was an essay test of 10 questions representing 12 indicators of critical thinking, according to Robert H. Ennis. The results showed a significant increase in students' critical thinking skills after the application of the SSI-based PBL model. The application of the PBL method effectively improves students' critical thinking skills. The results of hypothesis testing using the T-test (Independent Sample t-Test) obtained a sig (2-tailed) value < α, namely 0.027 < 0.05 so that H1 is accepted and H0 is rejected. This shows that there is an effect of the problem-based learning model based on socio-scientific issues on students' critical thinking skills in stoichiometry material

Development of STEAM-Based Electronic Practicum Module on the Topic of Saponification

The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) approaches in chemistry education offers new opportunities to foster active, interdisciplinary, and skills-oriented learning. However, practical resources that align with this pedagogical framework, particularly in laboratory instruction, remain limited. This study aims to develop and evaluate a STEAM-based electronic practicum guide on the topic of saponification, focusing on its feasibility, student responses, and its effectiveness in enhancing students' psychomotor skills. The development process followed the 4D model (Define, Design, Develop, and Disseminate), with implementation limited to the development stage. Participants included fourth-semester chemistry education students. The practicum guide underwent expert validation and was trialed through student feedback and performance-based observation of psychomotor competencies. The results revealed that the practicum guide achieved a high validity score (87.8%), received very positive student responses (93.1%), and significantly supported the development of psychomotor skills, with an average performance score of 94.2%. These findings suggest that the STEAM-based practicum guide is both feasible and effective as an instructional tool, offering meaningful and engaging learning experiences in chemistry laboratories. The study contributes to the advancement of innovative practicum materials and supports the implementation of STEAM principles in science education

Identifying Students’ Metacognitive Characteristics in Solving Problems on the Hydrocarbons Topic

Metacognitive abilities play a critical role in students’ learning processes by enabling them to regulate their thinking and select effective learning strategies. Understanding one’s own metacognition allows students to optimize their learning outcomes by adapting approaches that align with their cognitive strengths. This study aimed to identify the metacognitive characteristics and levels of Grade XI students in learning hydrocarbons during the 2023/2024 academic year at MAN 4 Kampar. A quantitative descriptive research design was employed, involving 13 purposively selected students. Data were collected using an essay-based test instrument designed to assess three metacognitive indicators: declarative, procedural, and conditional knowledge. The results revealed that students demonstrated a high level of declarative knowledge (92.40%, categorized as very good), but performed poorly on procedural (60.26%) and conditional (59.62%) indicators, both falling into the low category. These findings suggest that while students possess strong factual knowledge, they struggle with applying and adapting that knowledge in problem-solving contexts. The study highlights the need for instructional strategies that explicitly develop procedural and conditional metacognitive skills to support deeper and more autonomous learning in chemistry education

Development of a Contextually-Based Animated Video on Acid–Base Solutions Using Powtoon Web Application

Engaging and pedagogically relevant learning media are essential for improving students’ conceptual understanding in chemistry, particularly on abstract topics such as acid–base solutions. This study aimed to develop a contextual animated video using the Powtoon web application to enhance student engagement and comprehension through real-life connections. The development followed the 4D model (Define, Design, Develop, Disseminate) and was conducted at a public senior high school in Yogyakarta. Participants included chemistry education lecturers (as media and content experts), high school chemistry teachers (for practicality evaluation), and 11th-grade science students (for readability testing). The animation incorporated core elements of contextual learning, such as inquiry, questioning, learning community, modelling, and reflection, to foster deeper understanding. Validation results indicated excellent quality, with ideal scores of 95% from media experts and 90% from content experts. Teachers rated the practicality at 92%, while students rated the video’s readability at 95%. All evaluations were categorized as “very good.” Quantitative data were analyzed descriptively using ideal percentage scores. These findings demonstrate that the developed animation is both pedagogically sound and technically effective in supporting student learning. This research contributes to the field of chemistry education by offering an accessible digital resource that supports contextualized instruction and increases student motivation and understanding of acid–base concepts

Understanding Pre-Service Teachers’ Conceptual Difficulties in Learning Newman Projections

Challenges in mastering chemistry content among pre-service chemistry teachers remain a critical concern in teacher education institutions. This study aims to analyze the most difficult concepts and the underlying conditions contributing to students' failure in mastering specific chemistry courses. Data were collected through questionnaires, interviews, and document analysis. The research began by identifying courses with the highest proportion of failing grades (≤ D) based on academic transcripts from 235 students across four cohorts in a chemistry education program. Organic Chemistry I was identified as the course with the highest failure rate, affecting 141 students. From this group, ten students from each cohort with a GPA ≥ 3.0 were randomly selected to complete a questionnaire identifying the most difficult topics in the course. In-depth interviews with students and lecturers were then conducted to explore the conceptual difficulties and their possible causes. Findings consistently revealed that Organic Chemistry I had the highest proportion of D grades (10%) compared to other courses, with more than 60% of students in each cohort receiving low grades. Students reported that the Newman projection was the most challenging topic, citing both the abstract nature of the concept, which requires spatial reasoning and mental rotation of molecular structures, and the lack of effective instructional strategies to support understanding. These results highlight the need for pedagogical innovations targeting spatial visualization skills to enhance conceptual comprehension in organic chemistry education