Dual Mode Module as New Innovation in Learning Chemistry: Project Based Learning Oriented

The research aims to analyze the effectiveness of the OCCIE learning model to improve the science process skills of high school students in learning chemistry. The OCCIE learning model has 5 phases, namely: Orientation, Construct, Communicate, Improve, and Evaluate which are specifically designed to improve science process skills. Methods of data collection using tests. The scientific process skills assessment instrument was valid and reliable. The main results show that the OCCIE learning model is proven to be effective in improving science process skills in learning chemistry in high school. In addition, there was a significant and consistent increase in the science process skills of Senior High School students in chemistry learning. The implications of the results of this study indicate that this model deserves to be used as an alternative model for Senior High School students' science process skills in chemistry learning in Indonesia. Further research can be focused on: (1) Teachers must prepare and ensure tools and materials can be used for experimental activities in the laboratory; (2) The time allocation must be adjusted to the characteristics of the material and students for those who are using the OCCIE Learning Model for the first time; (3) The group must have been determined by the teacher before learning using the OCCIE Learning Model so that the time allocation is more effective.

This study assessed the impact of WhatsApp usage on chemistry education in tertiary institutions: A case study of Federal College of Education, Zaria. The study employed survey design as the research methodology. Its study population was 734 respondents, comprised of lecturers, undergraduate and NCE chemistry students. 300 respondents were drawn as sample size, 20 lecturers, 80 B.Ed and 200 NCE students. A Questionnaire was the instrument used for data collection. Validity and reliability of the instrument were established. Descriptive statistics of means and standard deviation were used to answer research questions, while inferential statistics of independent sample t-test statistics was used to test the study hypotheses. The finding of this study revealed no significant difference at 0.05% level of significance on WhatsApp’s usage and students’ engagement and lecturer’s effectiveness in teaching and learning Chemistry. The second finding revealed no significant difference between the perception of students and lecturers on the use of WhatsApp application for teaching and learning Chemistry in FCE Zaria. The study also revealed a significant difference between the effects of WhatsApp application usage and teaching/learning of Chemistry in tertiary institution. Therefore, it is recommended among others that: Lecturers should develop specific, measurable, achievable, relevant, and time-bound clear objectives for WhatsApp-based chemistry education, towards improvement in student learning outcomes, science process skills in chemistry and facilitate learning outside the classroom.

Research has been carried out to stimulate students’ Science Process Skill (SPS) and Science Creativity (SC) in Physics learning on Polarization of Light through the development of problembased e-worksheet assisted with Fliphtml5. This research was a development research with the type of Design and Development Reaserch (DDR). The data from this research were in the form of validation results, assessment of students' science process skills and scientific creativity, as well as practicality test results were analyzed used mixed methods. The results of data validation show that the developed e- worksheet obtained a score of 95.5% with very high validity criteria. Assessment of students' science process skills and scientific creativity obtained a score of 87% in the highly stimulated criteria. Other results show that the practicality of the product is 89% in the very high category, the student response is 83% in the very good criteria, and the teacher's perception is 92% in the very possible criteria. Based on the results of data analysis, it can be concluded that the students’ science process skills and scientific creativity in Physics learning on Polarization of Light can be stimulated through problembased e-worksheet assisted with Fliphtml5.

Research that discusses and examines the role of Telegram in developing science process skills (SPS) in low plant botany (LPB) learning in depth is still minimal. Therefore, the research aims to determine the level of SPS of students in LPB online learning through Telegram. The research method used a quantitative descriptive study of students' SPS levels after LPB learning through Telegram. The research was conducted with 60 students, using a questionnaire as the research instrument, followed by quantitative analysis. Results showed that students had a deep understanding and an adequate level of SPS in LPB online learning through Telegram, as evidenced by the average SPS score of 72.91% in the high category. Thus, Telegram has been proven to help develop students' SPS in LPB online learning. The study provides implications for educators by utilizing Telegram as a platform for online learning methods to develop students' SPS skills.

<p style="text-align: justify;">The students' low science process skills are caused by learning that is still dominated by the teacher, so it is necessary to develop a learning approach that focuses students in the learning process. One approach that can be used is learning that integrates science, technology, engineering, and mathematics (STEM). This study aims to measure the improvement of students' science process skills that are integrated with the STEM approach on the reaction rate material. This research is a quantitative research with a pre-experimental design type, one group pretest-posttest with a sample of 30 students from class XI SMA Negeri 9 Pontianak, taken by random sampling technique. The data collection tool used is a subjective test of science process skills. The results showed that there was an effect of the STEM approach on the students' science process skills on the reaction rate material, with a score of 76.11, good criteria. Among the aspects of science process skills measured, including observation, classifying, calculating, predicting, inferring, and communication, the communication aspect of students experienced a significant increase from a score of 3.33 to 91.1. This study shows that the STEM approach to reaction rate learning effectively improves students' science process skills.</p>

Indonesian National Qualification Framework requisite on students’ scientific process skill in analytical chemistry courses is difficult to be satisfied since the content is loaded with calculation and applicative discovery. Overcoming this challenge, investigative study of guided inquiry-based learning with creative thingking ability towards students’ scientific process skill in analytical chemistry courses was done. The implementation was done towards 56 pre-service chemistry teachers. As comparison, conventional learning model was done towards 26 pre-service chemistry teachers using th same courses. The effectivenes was measured using pre and post-test which consisted of fifteen valid and reliable essay items. For statistical analysis of variance (ANOVA) was used and resulted students’ scientific process skill which taught by using guided inquiry-based learning is better than conventional class, especially for upper group of creative thingking ability with average of postest in experimental class is 31.11 meanwhile control class is 18.08 from maximum score is 39. The interaction between learning model with creative thingking model and students’scientific process skill was significant with probability 0.04 lower than selected alpha 0.05. According to these results, innovation of guided inquiry-based learning with creative thingking ability is recommended to improve students’ scientific process skill especially for chemistry courses.

This study aims to determine the application of learning science that involves science process skills (SPS) during the pandemic Covid-19. This research uses case study method with the research subject 5 science teacher and 15 students from 3 junior high school in Watulimo. The instrument of this study consists of questionnaire of teachers and students, with data collection techniques used were interviews, observation, and documentation. Results showed a decline in the application of SPS from learning offline to online. The decline is most obvious elements of the SPS integrated to formulating hypotheses, interpreting data, and conducting experiments with 1 of the 5 teacher respondents who apply it in science learning. These results indicate a low integrated SPS students. Factors that influence the low integrated SPS the term learning material used by teachers and not specific instruments to assess SPS. The results of this study as input for the junior high school science teacher to adjust the term learning material used to be used in online learning and special instruments to assess SPS (student worksheet that contain SPS material), so that students are able to develop.

This study aimed to investigate the effect of scaffolding guidance on improving science process skills of 10th grade students in green chemistry learning. The research employed a mixed-method approach with a quasi-experimental time series design involving 36 students at SMA Negeri 2 Muaro Jambi. Scaffolding techniques were implemented progressively through four stages: explaining, prompting, cueing, and questioning across four meetings. Data were collected through observation sheets, pretest-posttest assessments, and interviews. Results showed significant improvement in students' science process skills, particularly in measuring and communicating results. Statistical analysis using dependent t-tests revealed significant differences (p < 0.05) across all meetings. Effect size calculations showed large effects (Cohen's d > 0.8) for all scaffolding techniques. The cueing technique demonstrated highest effectiveness for measuring skills (t = -10.023), while questioning was most effective for communication skills (t = -9.791). This research contributes to science education by demonstrating that progressive scaffolding guidance can effectively enhance students' science process skills in chemistry learning contexts.

The abstractness of chemical concepts can be understood easily through learning chemistry using guided inquiry. This article uses the Systematic Literature Review (SLR) method to review eleven articles published from 2018 to 2023. Articles were systematically obtained from the online article databases ERIC, Scopus, and Google Schloar. The purpose of the review is to provide information to teachers and researchers in the field of chemistry education about the definition of guided inquiry models, the effect of guided inquiry models on chemistry learning outcomes, and how to apply guided inquiry models/strategies in chemistry learning. The review results show that the definition of various guided inquiry models involves students into a problem and confronts students with an investigation, and directs students to solve the problem of the problem. The effects of guided inquiry models on chemistry learning outcomes include improving metacognition, concept understanding, critical thinking skills, science process skills, learning outcomes, and creative thinking skills. Various chemistry learning models have also been applied in several learning models or strategies such as Guided Inquiry, Guided Inquiry-Based on Blended Learning, Flipped Classroom Based on Guided Inquiry Learning, Guided Inquiry Model Integrated with STEM, Guided Inquiry and Task Hierarchy Analysis Model in Cooperative Learning Strategy

This study aims to determine the improvement of learning outcomes and science process skills of students through the implementation of the guided inquiry model in learning qualitative analytical chemistry practicum.This study is needed since most practicum activities are currently still doing a lot of traditional verification practicum guides which do not encourage students to be creative in organizing their competence especially science process skill.Therefore, a research was conducted to 27 students at Department of Chemistry Education, Universitas Negeri Medan in fourth semester of 2019/2020 academic year.The growth and development of science process skills of students was observed by using an observation sheet in the form of rubrics for students' practicum analysis group I, II, III, IV and V.The result showed that the implementation of this model in analytical chemistry practicum able to improve student's learning outcomes and science process skill significantly.Indicators which classified as high category are consisted of designing the practicum, applying the concept, hypothesizing and communicating.Meanwhile the medium categories are skill of predicting, interpreting and observing.In another hand, the student's learning outcomes were increased from 81.88 in average pre-test to be 85.49 in post-test with N-gain approximately 20%.The highest percentage of student worksheets was achieved in communication skills around 90%.These findings give contribution for chemistry education especially to prospective chemistry teachers for equip their science process skill such that it develops aspects of basic abilities including cognitive, affective and psychomotor.

Prospective chemistry teachers’ competency of evaluation of chemical experiments in terms of science process skills

This study was purposed to find out is there any significant difference of guided inquiry and conventional learning model implementation towards Analytical Chemistry practicum courses, particularly on Redox, Argentometry and Complexometry titrations. This study also analyzed the effect of the learning model through quasi-experimental method. There were 28 teacher candidates in experimental class which taught by using guided inquiry (GI) learning model and 23 teacher candidates in control class which taught by using conventional learning model. Based on Mann-Whitney test, p-values for Redox, Argentometry and Complexometry practicum courses were 0.001, 0.012, 0.030 respectively. Since p-values were less than 0.05 then Ha is accepted which means teacher candidates’ science process skill in experimental class is different significantly compared to control class. The effect of model was calculated through N-gain which score 81%, 76% and 80% in experimental class and 55%, 57% and 59% in control class for respective practicum. This means the teacher candidates’ science process skill is better in experimental class (taught by using GI model) than control class (taught by using conventional model). These findings give contribution to chemistry education especially for improving chemistry teacher candidates’ quality and reducing them who often feel difficult to learn Analytical Chemistry.

The purpose of this study was to determine the characteristics and feasibility of the simple harmonic vibration practicum e-module assisted by the Phyphox application, the level of students' science process skills after using the e-module, and students' responses to the e-module. The method in this study is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The subjects of this study were 60 students of class XI MIPA 5 and XI MIPA 6 SMAN 1 Tengaran who were taken by purposive sampling techniques. Data collection is carried out using questionnaires and tests. This study obtained the following results: (1) the results of the E-module practicum validation test by experts obtained a percentage of 73,44% with feasible criteria; (2) the results of students' science process skills were obtained by an average percentage of 78.96% who met the good criteria; and (3) the results of the student response test to the practicum e-module obtained a percentage of 87.25% with excellent criteria. Judging from these results, the simple harmonic vibration practicum e-module assisted by the phyphox application in this study is declared valid and can be used to train students' science process skills.

This research is a development research, which aims to develop and produce a practical module of reaction rate oriented to discovery learning to train students' science process skills. The development model used in research refers to the ADDIE development model (analysis, design, develop, implementation, and evaluation). The data sources used to measure validity were two validators who assessed the media and practical module material. The practicality data sources were two observers who assessed the learning implementation, 21 students, and two chemistry teachers. Measuring the effectiveness of the practical module employed a science process skills test for 21 students. The field trial of this practical module was conducted at MA DDI Lil Banat Parepare. The results of the research reveal that the practical module is valid, practical, and effective. The module validity, both in terms of the media and material received a very valid category. The results of learning implementation is 97.66% which is in very good category. The teachers’ and students responses using the practical module are in very high category as well, so the practical module is stated as practical. The field trials on 21 students in grade XI MIPA obtained an overall average result of students' science process skills of 83.34 after using the practical module. The practical module developed is stated as effective if the overall average score of the students is 80. Thus, the practical module developed is effective in chemistry practical activities, especially reaction rate material.

This study aims to determine differences in mastery of process skills science student physics and chemistry education study programs both in the experimental class and control class. The experimental class uses a science process skill-based guide with the inquiry model, while the control class uses conventional guidance. This research is a quantitative type of experimental research with a group comparison design static. The research sample was 201 students. Observations are made by using the observation sheet instrument. The results of this study indicate that there are differences in the mastery of science process skills between students using an inquiry model practicum guide and students who use conventional practicum manuals in each study program. Based on the results of hypothesis testing using an independent sample t-test at a significance level of 5%, a significance value of 0.000 was obtained in the study program physics and chemistry education. Where based on statistical parameters used it can be concluded that the mastery of science process skills in the experimental class is better than the mastery of science process skills in the control class.