Detecting the interest of undergraduate students : A new way of chemistry education as a basis for instructional development

Parham Saadi, Almubarak Almubarak, Restu Prayogi, Fadhlan Muchlas Abrori

Abstract


The achievement of learning targets is largely determined by how learning facilitates the needs of participants. Interest is one of the important points that teachers need to be aware of, especially in higher education environments to produce competent and resilient students (prospective teachers). The purpose of the research was to detect the interests of chemistry education students quantitatively and other themes that related to their lives. The quantitative approach was the method used in the study because it was in line with the data collection technique, namely the questionnaire technique with quantitative analysis. The results showed that the theme interest “everyday life” with the topic of food has the largest percentage, namely 86%, while the least theme was textile dyeing (58.30%) by chemical processes theme. Other additional themes revealed that social media (digital technologies) has 75.50% while teaching & learning and diversity have percentages of 64.70% and 59%, respectively. The conclusion was that detecting elements of interest in students could be supporting data for designing chemistry learning considering the changes in the mindset of the young generation due to digital culture. This research can also be used as a needs analysis in learning because a great interest in learning affects students’ academic performance. Research findings also give be a provision for students when they become teachers so that this research can be used in the school environment.

Keywords


Chemistry learning; Higher education; Interest; Novice teachers Structure and mental model

Full Text:

PDF

References


Adbo, K., & Taber, K. S. (2009). Learners’ Mental Models of the Particle Nature of Matter: A study of 16‐year‐old Swedish science students. International Journal of Science Education, 31(6), 757–786. https://doi.org/10.1080/09500690701799383

Almubarak, & Saadi, P. (2023). INTEREST Focused-Learning Sebuah Desain Pembelajaran Abad ke-21 Berbasis Minat Untuk Melatih Keterampilan Sosial dan Interaksi Lintas Budaya Calon Pengajar Kimia. CV Banyubening.

Almubarak, A., Sriyati, S., & Liliawati, W. (2024). Interdependence of Science and Social Context Through Lens of Banjar Culture Activities (Batimung): Convergent Model. Journal of Mathematics Science and Computer Education, 4(1), 85. https://doi.org/10.20527/jmscedu.v4i1.12387

Asmussen, G., Rodemer, M., & Bernholt, S. (2023). Blooming student difficulties in dealing with organic reaction mechanisms – an attempt at systemization. Chemistry Education Research and Practice, 24(3), 1035–1054. https://doi.org/10.1039/d2rp00204c

Barke, H. D., Hazari, A., & Yitbarek, S. (2009). Misconceptions in chemistry: addressing perceptions in chemical education. Choice Reviews Online, 46(12), 46-6810-46–6810. https://doi.org/10.5860/choice.46-6810

Barke, H.-D., Harsch, G., & Schmid, S. (2012). Essentials of Chemical Education. Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-21756-2

Bruce, M. R. M., Bruce, A. E., & Walter, J. (2022). Creating Representation in Support of Chemical Reasoning to Connect Macroscopic and Submicroscopic Domains of Knowledge. Journal of Chemical Education, 99(4), 1734–1746. https://doi.org/10.1021/acs.jchemed.1c00292

Bucat, B., & Mocerino, M. (2009). Learning at the Sub-micro Level: Structural Representations. In J. K. Gilbert & D. Treagust (Eds.), Multiple Representations in Chemical Education: Models and Modeling in Science Education. Springer. https://doi.org/10.1007/978-1-4020-8872-8

Corbin Dwyer, S. (2019). University Educators’ Experiences of Teaching Abroad: The Promotion of Cross-cultural Competence. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). https://doi.org/10.5206/cjsotl-rcacea.2019.3.9476

Creswell, J. W. (2012). Educational Research (Planning, Conducting and Evaluation Quantitative and Qualitative Research (Fourth). Pearson Education.

Darmiyanti, W., Rahmawati, Y., Kurniadewi, F., & Ridwan, A. (2017). Analisis Model Mental Siswa Dalam Penerapan Model Pembelajaran Learning Cycle 8E Pada Materi Hidrolisis Garam. JRPK: Jurnal Riset Pendidikan Kimia, 7(1), 38–51. https://doi.org/10.21009/jrpk.071.06

DeWitte, M. (2022). Gen Z are not ‘coddled.’ They are highly collaborative, self-reliant and pragmatic, according to new Stanford-affiliated research. Stanford News. https://news.stanford.edu/2022/01/03/know-gen-z/

Gagne, R. M. (1970). The Conditions of Learning (2nd ed.). Holt, Reinehart & Winston Inc.

Gilbert, J. K., & Treagust, D. F. (2009). Introduction: Macro, Submicro and Symbolic Representations and the Relationship Between Them: Key Models in Chemical Education. In Multiple Representations in Chemical Education, MOdels and Modeling in Science Education (pp. 1–8). Springer Science + Business. https://doi.org/10.1007/978-1-4020-8872-8_1

Gkitzia, V., Salta, K., & Tzougraki, C. (2020). Students’ competence in translating between different types of chemical representations. Chemistry Education Research and Practice, 21(1), 307–330. https://doi.org/10.1039/c8rp00301g

Keiner, L., & Graulich, N. (2021). Beyond the beaker: Students’ use of a scaffold to connect observations with the particle level in the organic chemistry laboratory. Chemistry Education Research and Practice, 22(1), 146–163. https://doi.org/10.1039/d0rp00206b

Kiernan, N. A., Manches, A., & Seery, M. K. (2021). The role of visuospatial thinking in students’ predictions of molecular geometry. Chemistry Education Research and Practice, 22(3), 626–639. https://doi.org/10.1039/d0rp00354a

Kroll, J. A., & Plath, K. L. (2022). Seen and Unseen Identities: Investigation of Gender and Sexual Orientation Identities in the General Chemistry Classroom. Journal of Chemical Education, 99(1), 195–201. https://doi.org/10.1021/acs.jchemed.1c00374

Mezirow, J. (1991). Tranformative Dimensions of Adult Learning. Jossey-Bass.

Ngien, A., & Jiang, S. (2022). The Effect of Social Media on Stress among Young Adults during COVID-19 Pandemic: Taking into Account Fatalism and Social Media Exhaustion. Health Communication, 37(10), 1337–1344. https://doi.org/10.1080/10410236.2021.1888438

NGSS. (2013). Next Generation Science Standards: For States, By States. National Academies Press.

Park, J. H., Niu, W., Cheng, L., & Allen, H. (2021). Fostering Creativity and Critical Thinking in College: A Cross-Cultural Investigation. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.760351

Parobek, A. P., Chaffin, P. M., & Towns, M. H. (2021). Location-thinking, value-thinking, and graphical forms: combining analytical frameworks to analyze inferences made by students when interpreting the points and trends on a reaction coordinate diagram. Chemistry Education Research and Practice, 22(3), 697–714. https://doi.org/https://doi.org/10.1039/D1RP00037C

Rodriguez, J. M. G., Stricker, A. R., & Becker, N. M. (2020). Exploring the productive use of metonymy: Applying coordination class theory to investigate student conceptions of rate in relation to reaction coordinate diagrams. Journal of Chemical Education, 97(8), 2065–2077. https://doi.org/10.1021/acs.jchemed.0c00496

Rusmansyah, Almubarak, Hamid, A., & Analita, R. N. (2021). Analyze mental model of prospective chemistry teachers with chemical representation teaching material based on 8E cycle learning model. AIP Conference Proceedings, 2331, 0–7. https://doi.org/10.1063/5.0041732

Schwedler, S., & Kaldewey, M. (2020). Linking the submicroscopic and symbolic level in physical chemistry: How voluntary simulation-based learning activities foster first-year university students’ conceptual understanding. Chemistry Education Research and Practice, 21(4), 1132–1147. https://doi.org/10.1039/c9rp00211a

Suja, I. W., Redhana, I. W., & Sudria, I. B. N. (2020). Mental Model of Prospective Teachers on Structure and Properties Correlation of Organic Compounds. Journal of Physics: Conference Series, 1503(1). https://doi.org/10.1088/1742-6596/1503/1/012034

Sunyono, S. (2018). Mental models of atomic structure concepts of 11th grade chemistry students. Asia-Pacific Forum on Science Learning and Teaching, 19(1), 1–21.

Taber, K. S. (2013). Revisiting the chemistry triplet: Drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, 14(2), 156–168. https://doi.org/10.1039/c3rp00012e

Taylor, S., & Sobel, D. (2011). Culturally Responsive Pedagogy: Teaching Like Our Students’ Lives Matter. Emerald Group Publishing Limited.

Trilling, B., & Fadel, C. (2009). 21st century skill: learning for life in our times (First (ed.)). Jossey-Bass.

Tsaparlis, G. (2021). Introduction − The Many Types and Kinds of Chemistry Problems. In G. Tsaparlis (Ed.), Problems and Problem Solving in Chemistry Education: Analysing Data, Looking for Patterns and Making Deductions (Advances i, Issue 1925, pp. 1–14). The Royal Society of Chemistry. https://doi.org/10.1039/9781839163586-00001

Underwood, S. M., Kararo, A. T., & Gadia, G. (2021). Investigating the impact of three-dimensional learning interventions on student understanding of structure-property relationships. Chemistry Education Research and Practice, 22(2), 247–262. https://doi.org/10.1039/d0rp00216j

Vo, K., Sarkar, M., White, P. J., & Yuriev, E. (2022). Problem solving in chemistry supported by metacognitive scaffolding: teaching associates’ perspectives and practices. Chemistry Education Research and Practice, 23(2), 436–451. https://doi.org/https://doi.org/10.1039/D1RP00242B

Wackerly, J. W. (2021). Abductive Reasoning in Organic Chemistry. Journal of Chemical Education, 98(9), 2746–2750. https://doi.org/10.1021/acs.jchemed.1c00295

Wang, Y., & Lewis, S. E. (2020). Analytical chemistry students’ explanatory statements in the context of their corresponding lecture. Chemistry Education Research and Practice, 21(4), 1183–1198. https://doi.org/10.1039/d0rp00063a

Wisudawati, A. W., Barke, H. D., Lemma, A., & Agung, S. (2022). Students’ and teachers’ perceptions for composition of ionic compounds. Chemistry Teacher International, 4(3), 221–230. https://doi.org/10.1515/cti-2021-0032




DOI: https://doi.org/10.24114/jpkim.v16i2.61402

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Restu Prayogi, Parham Saadi, Almubarak Almubarak, Fadhlan Muchlas Abrori

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Jurnal Pendidikan Kimia
Contact: +62 853-1769-2813
Email: jpkim.pps@unimed.ac.id

Jl. Willem Iskandar, Pasar V, Medan Estate, Medan City, North Sumatra Province, Postal Code 20221. Phone/fax: (061) 661 3365 / +62 852-7802-1981.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.