JTK: Jurnal Tadris Kimiya 10, 1 (June, 2.
: 11-23 Website: http://journal.
id/index.
php/tadris-kimiya/index ISSN 2527-9637 .
ISSN 2527-6816 .
Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding Faizal Akhmad Adi Masbukhin1* and Udan Kusmawan1 1Departement of Chemistry Education.
Faculty of Education and Teacher Training.
Universitas Terbuka.
South Tangerang.
Indonesia *Email: faizal.
masbukhin@ecampus.
Received: March 2025.
Accepted: May 2025.
Published: June 2025
___________________________________________________
Abstract 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 studentsAo 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 studentsAo 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 AuIce Cream Making to Explore Colligative PropertiesAy 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.
Keywords: digital learning, innovative pedagogy, project-based learning, student engagement DOI: https://doi.
org/10.
15575/jtk.
Introduction Chemistry education is a vital component of the secondary school curriculum, designed to equip students with fundamental knowledge and scientific skills essential for daily life and technological advancements (Chen et al.
However, chemistry learning often faces significant challenges (Boateng, 2024.
Nsabayezu et al.
, 2.
, particularly in facilitating students' understanding of abstract concepts such as atomic structure, chemical bonds, and chemical reactions (Hoai et al.
, 2.
Research indicates that many students struggle with these chemical materials due to their inherently abstract and complex nature (Byttcher, 2018.
Chiu, 2.
To address these challenges, innovative learning approaches are crucial.
Integrating digital technology into chemistry education such as computer simulations, educational videos, interactive tools, and gamified learning platforms has been shown to enhance students' comprehension of abstract concepts while also increasing their engagement and motivation (Ali et al.
, 2023.
Ogli, 2024.
Kusmawan, 2.
These tools enable students to visualize complex phenomena, interact with virtual environments, and engage in hands-on F.
Masbukhin, & U.
Kusmawan Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding learning experiences that foster critical thinking skills.
This aligns with contemporary paradigms that emphasize active, studentcentered learning supported by technology to improve educational outcomes.
students in teaching chemistry at the secondary school level, with a focus on how they apply innovative approaches to enhance learning quality.
It provides an in-depth look at the teaching methods employed by students, including digital technology integration, the adaptation of project-based learning, and strategies tailored to the learning styles of Generation Z and Alpha.
The insights gained are expected to shed light on the effectiveness of these innovative methods, as well as the challenges encountered and the ways students address them.
In addition, younger generations, to Gen-Z, who dominate todaysAo student population, demonstrate different learning styles.
They are more likely to be responsive to technologybased and interactive learning methods (Chan Lee, 2.
Therefore, traditional teaching methods may no longer be sufficient to effectively reach and educate these learners.
To effectively support their education in chemistry, educators must innovate by designing strategies that integrate technology seamlessly and foster active participation.
This necessitates a comprehensive reevaluation of pedagogical practices to ensure they are adaptable, engaging, and aligned with the technological engagement tendencies and learning preferences of these young motivation, understanding, and retention of complex scientific concepts.
One of the key concepts in the study of chemistry is the structure of atoms and periodic systems.
Digital technologies, such as interactive applications and 3D simulations, have proven effective in helping students understand the structure of atoms and the periodic table better (Lestarani et al.
, 2.
addition, the study of chemical bonds and approaches to generation Z and Alpha.
project-based approach and the use of interactive digital tools can increase student engagement and help them understand these concepts better (Masbukhin et al.
, 2.
Other chemical materials such as Stoichiometry.
Thermochemistry.
Acid-Base Solutions.
Colligative Properties, and Colloidal Systems will also be explored in this who study.
Various studies show that associating chemicals with everyday life can increase students' understanding and interest (Masbukhin &.
Sausan, 2.
This study investigates the experiences of Universitas Terbuka Chemistry Education Additionally, the study explores the challenges students face when developing teaching modules and student worksheets (LKPD) for complex chemical topics such as reaction kinetics, chemical equilibrium, reactions, and It compares the preparation and execution of these modules in online versus face-to-face settings to identify any notable differences.
The findings are anticipated to contribute significantly to the development of innovative and effective chemistry teaching strategies suited for the digital era.
Unlike earlier research, this study is distinctive because it involves Universitas Terbuka students who actively teach across various regions and institutions in Indonesia, offering practical insights into how digital and project-based methods are adapted in diverse classroom contexts.
In addition, younger generations, to Gen-Z, who dominate todaysAo student population, demonstrate different learning styles.
They are more likely to be responsive to technologybased and interactive learning methods (Chan Lee, 2.
Therefore, traditional teaching methods may no longer be sufficient to effectively reach and educate these learners.
To effectively support their education in chemistry, educators must innovate by designing strategies that integrate technology seamlessly and foster active participation.
This necessitates a comprehensive reevaluation of pedagogical practices to ensure they are adaptable, engaging, and aligned with the technological engagement tendencies and learning preferences of these young Jurnal Tadris Kimiya 10, 1 (June, 2.
: 11-23 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Masbukhin, & U.
Kusmawan Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding motivation, understanding, and retention of complex scientific concepts.
development of innovative and effective chemistry teaching strategies suited for the digital era.
Unlike earlier research, this study is distinctive because it involves Universitas Terbuka students who actively teach across various regions and institutions in Indonesia, offering practical insights into how digital and project-based methods are adapted in diverse classroom contexts.
One of the key concepts in the study of chemistry is the structure of atoms and periodic systems.
Digital technologies, such as interactive applications and 3D simulations, have proven effective in helping students understand the structure of atoms and the periodic table better (Lestarani et al.
, 2.
addition, the study of chemical bonds and approaches to generation Z and Alpha.
project-based approach and the use of interactive digital tools can increase student engagement and help them understand these concepts better (Masbukhin et al.
, 2.
Other chemical materials such as Stoichiometry.
Thermochemistry.
Acid-Base Solutions.
Colligative Properties, and Colloidal Systems will also be explored in this who study.
Various studies show that associating chemicals with everyday life can increase students' understanding and interest (Masbukhin &.
Sausan, 2.
This study investigates the experiences of Universitas Terbuka Chemistry Education students in teaching chemistry at the secondary school level, with a focus on how they apply innovative approaches to enhance learning quality.
It provides an in-depth look at the teaching methods employed by students, including digital technology integration, the adaptation of project-based learning, and strategies tailored to the learning styles of Generation Z and Alpha.
The insights gained are expected to shed light on the effectiveness of these innovative methods, as well as the challenges encountered and the ways students address them.
Additionally, the study explores the challenges students face when developing teaching modules and student worksheets (LKPD) for complex chemical topics such as reaction kinetics, chemical equilibrium, reactions, and It compares the preparation and execution of these modules in online versus face-to-face settings to identify any notable differences.
The findings are anticipated to contribute significantly to the The problem formulation in this study encompasses several critical components.
Initially, it investigates the methods employed by Universitas Terbuka students to teach fundamental chemical concepts, including atomic structure, periodic systems, and chemical bonding, to high school students.
Additionally, the study examines the role of digital technology in the chemistry learning process, assessing how effectively this technology is utilized to facilitate the teaching of complex topics.
Finally, it explores the project-based particularly on topics such as colligative properties and colloidal systems, and evaluates the impact of these methods on studentsAo comprehension and understanding of the material.
Research Method This study employs a descriptive qualitative research approach to explore the experiences of students from the Faculty of Teacher Training and Education .
ead: FKIP) at Universitas Terbuka's (UT) Chemistry Education Study Program in teaching chemistry at secondary schools.
A descriptive qualitative approach was chosen to gain a deep understanding of how students use innovative teaching methods in the chemistry learning process.
Sultan .
states that descriptive research is a type of research used to understand the existence of independent variables, either one or more variables, without trying to compare or combine them with other variables.
The research design used was an in-depth Data is obtained from primary data sources through an in-depth interview Jurnal Tadris Kimiya 10, 1 (June, 2.
: 11-23 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Masbukhin, & U.
Kusmawan Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding process, which allows the collection of data and information directly from the research This interview is designed to explore different aspects of chemistry teaching.
The interview instrument includes open-ended questions that allow the subject to give rich and detailed answers.
The interview guide consists of 3 main aspects of innovative learning with a total of 9 questions.
These three aspects are teaching approaches and strategies, the use of technology in learning, and curriculum planning and implementation.
This research was conducted at the Universitas Terbuka, a higher and distance education institution which is an important location to collect data from students.
The population in this study is all FKIP-UT Chemistry Education students who meet the predetermined criteria.
The sample taken was 22 students selected by purposive sampling based on their relevance to the course and teaching experience.
To strengthen the validity of the findings, data complementing the interview results with document analysis in the form of students' lesson plans and examples of learning activity Although observation was not conducted due to geographical constraints, the document review helped cross-check the alignment between the studentsAo statements and their actual planning practices.
To ensure the validity and reliability of the instrument, the interview guide was reviewed by two experts in chemistry education and qualitative research.
Feedback from these experts was used to revise and refine the questions, ensuring they were clear, relevant, and aligned with the research objectives.
small-scale pilot test involving three students was also conducted to confirm the clarity and practicality of the interview items.
The subject of this study is FKIP-UT Chemistry Education students who are taking the Junior and Senior High School Chemistry Curricular Material courses in semester 5 of the 2023/2024 study period.
All the subjects of this study also worked as teachers in secondary schools, so they had practical experience in teaching chemistry in the Variations in the study include differences in teaching experience in different types of schools, both in cities and regions, as well as differences in the use of technology and teaching methods.
The subject selection criteria are students who are actively teaching in secondary schools and are taking courses relevant to this study.
Data was collected through in-depth interviews with each subject.
Interviews are conducted in person or through digital platforms if needed.
Each interview was recorded and transcribed for further analysis.
Data that have been collected from interviews are transcribed and organized systematically.
Data analysis was conducted by identifying themes and patterns that emerged from interview data.
The data analysis technique used is thematic analysis.
Data were analysed to identify key themes related to innovative approaches in chemistry teaching.
The results of this analysis are then synthesized to provide a comprehensive picture of the teaching experiences and strategies used by students.
Result and Discussion This study involved 22 Universitas Terbuka Chemistry Education students who were enrolled in the Junior and Senior High School Chemistry Curricular Materials course.
The demographic characteristics of respondents, as shown in Table 1, show female dominance with a percentage of 77.
28%, while men are This finding is in line with previous studies by Suprawata & Riastini .
, suggesting that the teaching profession in Indonesia is predominantly filled by women, reflecting socio-cultural values that encourage women to pursue careers in The age range of respondents showed that most were between 21Ae30 years old .
%), followed by 31-40 years .
36%), and 41-50 years .
64%).
This shows that most respondents are young teachers who are in the early stages of their careers.
Most respondents are young teachers at the early stage of their careers, supporting Murniarti et Jurnal Tadris Kimiya 10, 1 (June, 2.
: 11-23 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Masbukhin, & U.
Kusmawan Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding .
who stated that younger teachers are generally more open to innovation and technology, crucial for adopting new chemistry teaching strategies.
Young age is often associated with openness to change and high adaptability, which are important assets in the application of new learning methods.
Planning and Implementation.
Interview instruments are developed based on indicators that have been set for each aspect.
The first aspect.
Teaching Approaches and Strategies, has four indicators covering a wide range of innovative approaches in chemistry The second aspect.
Utilization of Technology in Learning, has two indicators that evaluate the extent to which respondents use digital technology in chemistry learning.
While the third aspect.
Curriculum Planning and Implementation, has three indicators that examine respondentsAo ability to plan and It was developed based on frameworks from previous studies (Timilsena et al.
, 2022.
Yaar & Syzbilir, 2.
Each aspect contained several indicators (Table .
, which served as guidelines for thematic data triangulation through document analysis of student worksheets was added.
Although observations were not conducted, using LKPD Additionally, while the instrument was developed based on established guidelines, its validity was evaluated by expert judgment from two senior lecturers, and its reliability was ensured through piloting with five nonsample participants, followed by refinement.
In terms of teaching experience, most respondents had 0Ae5 years of experience .
54%), followed by 6-10 years .
36%), and 1% had 11-15 years of experience.
These findings imply that the majority are early-career teachers, who, according to Tampubolon et al.
, are more enthusiastic and flexible in applying innovative teaching methods.
This reflects positively on their readiness to adopt transformative strategies in chemistry education (Redhana et al.
, 2.
Table 1.
Respondents' Characteristics Variables IA Gender Male Female Age range .
Teaching .
Employment Status Civil Servants (ASN) All respondents in this study have Non-ASN (Non-Civil Servan.
status, which means they work as honorary or contract teachers.
According to Wahyuni et al.
Non-ASN teachers, while facing greater challenges in accessing professional development, tend to show higher creativity and innovation in classroom practices.
This employment status of non-ASNs can encourage respondents to further innovate and adopt more effective and engaging learning approaches to maintain and improve the quality of learning.
The interview instrument in this study focused on three main aspects which include Teaching Approaches and Strategies.
Utilization of Technology in Learning, and Curriculum Table 2.
Dimensions of Interviews Aspects Number of Items Teaching Approaches and Strategies Use of Technology in Learning Curriculum Planning and Implementation The first aspect analyzed is the teaching approach and strategy.
This aspect focuses on four main indicators to evaluate the teaching approach used by Universitas Terbuka students who also work as chemistry teachers in secondary schools.
The first indicator evaluates the teacherAos way of helping students understand the concept of matter and chemical properties in depth.
The second indicator highlights strategies for teaching chemical bonds and molecular structure to generations Z and Alpha who have different Jurnal Tadris Kimiya 10, 1 (June, 2.
: 11-23 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Masbukhin, & U.
Kusmawan Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding learning styles from previous generations.
The third indicator evaluates the teaching of Stoichiometry and Thermochemistry by relating them to everyday life.
The fourth indicator examines how teachers teach AcidBase Solutions using the latest learning The review of the 4 indicators is in line with previous research that emphasizes the importance of innovative teaching strategies as an effort to improve student learning outcomes (Rusmansyah et al.
, 2.
Table 3.
Teaching Approaches and Strategies Questions Answers Based on your teaching experience, how can A I divide students into discussion groups you get students to understand the concept of or material presentations, and add material and its properties more deeply? demonstrations and practicums .
A I use mind maps so that students understand the material more quickly because mind maps help see the overall concept more clearly.
How do you teach chemical bonds and A I use educational videos on YouTube, molecular structure to generations Z and Alpha interactive quizzes on Instagram, or with different learning styles? molecular structure simulation apps.
A I utilize apps like AoChemCollectiveAo and AoPhETAo to make learning fun.
How do you teach stoichiometry and A I will show simple examples, for example thermochemistry to students by relating them food processing such as the process of to everyday life? adding baking powder to cakes and the process of burning fossil fuels in motorized vehicles.
A I use a Modified Inquiry learning model with a Scientific Approach.
How do you teach acid-base solutions to A I use the PBL and PjBL models by inviting students using the latest learning models? students to make natural indicators from several materials and test their acid-base A I use an approach that integrates three levels of chemical representation to understand the concept of acid-base solutions through direct experience .
acroscopic leve.
, identification of materials using litmus paper .
ubmacroscopic leve.
, and introduction to acid-base theory .
ymbolic leve.
Based on Table 3.
FKIP-UT Chemistry Education students applied various innovative approaches in teaching chemistry concepts to Based on the interview answers, some of the strategies they used included the division of students into discussion groups and material presentations, the use of mind maps, as well as demonstrations and One method that is often used is the division of students into discussion groups and presentations, as well as demonstrations and This approach is in line with research showing that collaborative learning Practicums provide hands-on experience that allows students to relate theory to real practice.
Malik & Ubaidillah .
emphasizes the importance of laboratories in science education to develop scientific thinking skills and conceptual Jurnal Tadris Kimiya 10, 1 (June, 2.
: 11-23 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Masbukhin, & U.
Kusmawan Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding The use of mind maps by students is also an interesting approach that helps students understand concepts thoroughly.
Hidayati & Subur .
states that mind maps can improve memory and understanding because visual representations help students organize and integrate information.
This strategy acknowledges the visual needs of the current generation in learning, as also found in studies by Shi et al.
which show that visual diagrams can improve understanding and retention of information.
macroscopic, and symbolic Ae are particularly effective in helping students understand concepts holistically.
Permatasari et al.
emphasizing the importance of linking .
eal phenomen.
with submicroscopic .
hemical representations to build a strong conceptual understanding in chemistry.
In learning chemical bonds and molecular structure to generations Z and Alpha, students use educational videos on YouTube, interactive quizzes on Instagram, and molecular structure simulation applications.
This is in accordance with Rahmawati et al.
research that the use of digital technology in learning can increase student engagement and motivation.
Apps like 'PhET' and 'ChemCollective' provide interactive and engaging simulations, which Mukama & Byukusenge .
suggests can improve students' conceptual understanding and problem-solving skills.
Students apply the Problem-Based Learning (PBL) model through group discussions and experiments, as well as Project-Based Learning and three-level chemical representation Compared to conventional lecture-based methods, these innovative approaches have shown a more significant impact on student learning outcomes, understanding, engagement, and the ability to apply chemistry knowledge to real-world This is supported by increased student participation and higher accuracy in solving contextual problems observed during classroom implementation.
The project creates natural indicators and tests of acidbase properties allowing students to participate in learning actively and creatively, which is consistent with Domenici .
that show that project-based learning can increase student engagement and understanding.
Learning chemistry requires an approach that can bridge abstract concepts to be more real and easily understood by students.
Table 4 shows the experience of FKIP-UT Chemistry Education students in utilizing digital technology and project-based learning models (Project Based Learning.
PjBL).
One of the innovations implemented is the use of video-based learning (VBL).
Students said that VBL has helped in visualizing the concept of atomic structure and periodic system.
This learning not only allows students to see dynamic visual representations, but also provides an interactive learning experience.
This is in line with research by Etyarisky & Marsigit .
which shows that multimedia learning can improve understanding of concepts by integrating visual and audio elements effectively.
In addition, interactive simulation technology is also applied, where students can learn with 3D atomic models.
These simulations allow students to interact directly with the model, providing a more immersive learning According to Almasri .
, the use of interactive simulations in science learning can improve concept understanding and student engagement.
Students also reported their experiences using project-based learning models (PjBL) to teach colloidal properties and systems.
One of the projects identified was "Unearthing Colligative Properties in Ice Cream Freezing".
This model not only makes learning more enjoyable but also allows students to understand concepts in hands-on experimentation (Zhou, 2.
Approaches that integrate three levels of chemical representation Ae macroscopic, sub 17 Jurnal Tadris Kimiya 10, 1 (June, 2.
: 11-23 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Masbukhin, & U.
Kusmawan Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding In this project, students are exposed to real situations involving everyday ingredients, such as making ice cream.
By conducting these experiments, students can observe firsthand how changes in sugar concentration affect colligative properties, such as freezing point (Villaruz et al.
, 2.
This process involves project identification, planning, conducting experiments, analyzing data, and presenting results, all of which contribute to a more comprehensive understanding of the chemical concepts taught.
objects and natural phenomena around them, they could more easily distinguish between colloids, suspensions, and solutions.
In this implementation, students' understanding was measured through project-based worksheets, which guided them to document observations, analyze findings, and reflect on the characteristics of each system.
According to Sahroni et al.
, .
PjBL can improve understanding of concepts because students are actively involved in the learning process, from planning to project evaluation.
In this study, the evaluation of student projects was carried out manually using observation sheets and project-based worksheets, without the integration of digital assessment tools.
The use of PjBL in the teaching of colloidal systems also showed positive results.
Students reported that by associating learning with real Table 4.
Use of Technology in Learning Questions Answers What is the role of digital technology in A I apply video-based learning (VBL) which learning atomic structure and periodic systems has been implemented by many other at your school? A Students can learn with 3D atomic models using interactive simulations.
How do you integrate technology when A I use educational videos and interactive teaching Colligative Properties and Colloidal digital simulations to help students Systems? visualize Colligative Properties and Colloidal Systems.
For example, when teaching about freezing point depression.
I show a simulation of ice cream making to demonstrate how solute concentration affects freezing.
A In addition, students complete digital worksheets and record observations in video presentations during project work.
This combination of digital media and hands-on activities helps students better understand the differences between colloids, suspensions, and solutions through both virtual and real-life Learning chemistry requires an adaptive and innovative approach to help students understand abstract and complex concepts.
Table 5 shows the experience of FKIP-UT Chemistry Education students in planning and implementing curriculum for Reaction Kinetics.
Chemical Equilibrium.
Chemical Reactions.
Electrochemistry.
Organic Compounds.
Macromolecules, and Acid-Base Equilibrium.
Hydrolysis, and Solubility Products.
Students reported that they used guided inquiry learning models and peer tutor methods to assist weak students in This is in line with Jegstad .
findings, showing that guided inquiry understanding of chemical concepts.
In online learning, students find greater challenges due to network limitations and the need to provide more specific material.
Research by Lapitan et .
also found that online learning requires more structured and visual delivery Jurnal Tadris Kimiya 10, 1 (June, 2.
: 11-23 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Masbukhin, & U.
Kusmawan Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding strategies to overcome the limitations of inperson interaction.
According to Nugraha & Ridwan .
PjBL not only improves students' cognitive skills but also social skills and environmental care, which is particularly relevant to ecobrick projects.
Students integrate the Project Based Learning (PjBL) model with projects such as ecobricks to This approach supports the implementation of the Merdeka Curriculum which emphasizes project-based learning and Table 5.
Curriculum Planning and Implementation Questions Answers What is your experience in A To help students who struggle with calculations.
I use creating lesson plans for Reaction guided inquiry with peer tutoring for reaction kinetics and Kinetics.
Chemical Equilibrium, equilibrium reactions to make the material easier and Chemical Reactions and more engaging.
Electrochemistry material? Is there A Preparing lesson plans for face-to-face meetings is easier a difference in lesson plans for because we can use various learning models and methods online learning? tailored to students and class conditions, especially for practice-based and calculation-intensive learning.
A Online learning requires detailed material preparation due to limitations in explaining everything online and issues like unstable networks, which can hinder Zoom sessions.
How is the study of Organic A AuKurikulum MerdekaAy uses a differentiated approach by Compounds and Macromolecules grouping student learning outcomes based on their connected to the Implementation growth phases.
of the AuKurikulum MerdekaAy? A Project-Based Learning (PjBL) aligns with the AuKurikulum MerdekaAy, such as Ecobrick projects using various polymers from used plastics to create useful items like tables and chairs.
A AuKurikulum MerdekaAy supports project-based learning for topics like Organic Compounds and Macromolecules, allowing students to research everyday products or create molecular models.
What is your experience teaching A Students struggle with acid-base material, including Acid-Base Equilibrium.
Hydrolysis, calculating pH, understanding indicator changes, and and Solubility Products? Identify identifying acids and bases.
Passive learning and weak the difficulties you encountered teacher-student interaction, dominated by lectures, and how you overcame them.
exacerbate this issue.
A To address these difficulties.
I implement the ProblemBased Learning (PBL) model.
A Abstract concepts and mathematical operations, such as pH.
Ksp, and salt hydrolysis, are challenging for students.
use visual media like animations and videos, along with practice questions of varying difficulty, to guide students step-by-step from concept understanding to calculations.
What is the role of student A LKPD is essential for guiding experiments, problemworksheets in your teaching, and solving, and reflection.
Currently, manual .
LKPD is are they used in digital or manual mainly used.
Digital LKPD development is being considered to improve accessibility in online learning.
The main difficulty faced by students is to help students understand abstract concepts and perform calculations related to pH.
Ksp, and salt hydrolysis.
To overcome this, they use visual media such as animation and video as well as Problem Based Learning (PBL) models.
Research by Lukman et al.
supporting the use of PBL and visual media, shows that Jurnal Tadris Kimiya 10, 1 (June, 2.
: 11-23 This is an open access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Masbukhin, & U.
Kusmawan Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding these methods are effective in improving students' understanding of concepts and problem-solving These highlight the need for chemistry teacher training to integrate context-based learning and digital tools, especially for teaching abstract or calculation-intensive topics through PjBL.
students understand abstract concepts and improve their problem-solving skills.
Overall, this study confirms that innovative approaches in chemistry learning are not only effective in increasing students' understanding, but also able to overcome various challenges in online For future research, it is recommended to explore more adaptive and innovative learning strategies in various educational environments and evaluate the wider application of the AuKurikulum MerdekaAy.
Conclusion This research explores and analyzes innovative approaches used by FKIP-UT students in chemistry learning, especially in compiling lesson plans for Reaction Kinetics.
Chemical Equilibrium.
Chemical Reactions.
Electrochemistry materials.
The results showed that the use of guided inquiry learning models and peer tutor methods helped improve students' comprehension of weak calculations, thus making them more interested in these In addition, the application of Project Based Learning (PjBL) in teaching Organic Compounds and Macromolecules in accordance with the Independent Curriculum, shows that a project-based approach can increase student engagement and enable the application of chemical knowledge in everyday life.
The impact of these approaches is evident not only in improved student engagement but also in better learning outcomes, such as higher mastery of concepts and enhanced application skills compared to conventional lecture-based methods.
This is consistent with previous research findings supporting the effectiveness of active learning methods in improving students' conceptual understanding and practical skills.
Challenges faced in online learning, such as difficulties in delivering material that requires direct interaction and complex calculations, are overcome using visual media such as animation and video.
The study specifically technologies .
, video-based learning and interactive simulation.
and project-based learning (PjBL) models, without directly investigating the implementation of ProblemBased Learning (PBL) as a central strategy.
This suggests that a combination of technology and project-based learning methods can help
References