Ari Syahidul Shidiq

STEM-based learning plays an important role in preparing students to face the challenges of the 21st century, particularly in developing systems thinking skills, environmental literacy, and career orientation in science and technology fields. Indonesia's performance in international assessments such as PISA and TIMSS, which remains below the global average, indicates the need to strengthen STEM education in schools. This study aims to analyze high school students' perceptions of STEM careers, systems thinking abilities, and environmental literacy in the context of chemistry learning. A quantitative descriptive method was used in this research, involving 101 high school students, consisting of 28 males and 73 females. Data were analyzed using descriptive statistics in the form of frequencies and percentages. Overall findings indicate that students have positive perceptions of the three variables studied. However, the ability to formulate solutions to complex chemistry problems and confidence in solving environmental issues still need improvement. For future research, it is recommended to develop more contextual STEM-based learning models to further strengthen students' systems thinking skills and environmental literacy.

This study aimed investigated the effectiveness of the Culturally Responsive Transformative Teaching (CRTT) model supported by podcasts and e-assessment in improving students’ scientific literacy and communication skills on chemical reactions topics. A quasi-experimental non-equivalent control group pretest–posttest design was employed. The participants consisted of 72 tenth-grade students selected through cluster random sampling from a public senior high school in Boyolali, Indonesia, who were assigned to either a to an experimental class (CRTT supported by podcast and e-assessment) or a control class (conventional instruction). Scientific literacy was measured using a 15-item multiple-choice test, while communication skill was assessed using a 12-item observation sheet based on four-point Likert scale. Since the data did not meet parametric assumptions, non- Mann–Whitney U and Kruskal–Wallis tests were used for analysis. The result showed that the experimental class achieved higher posttest score in scientific literacy 84 than the control class (75), with a statically significant difference (p<0.001). Similarly, the experimental class obtained a higher mean score for communication skills (41.1) than the control class (31.9), with a significant difference (p=0.001). This study lies in the integration of CRTT, culturally grounded podcast and e-assessment within chemistry instruction to simultaneously enhance students’ scientific literacy and communication skills. Culturally responsive pedagogy supported by digital learning resources and e-assessment tools can serve as an effective strategy for improving students’ understanding and communication of abstract chemistry concepts, particularly those related to s chemical reactions.

This study addresses the need for effective educational tools to facilitate learning of electrochemical ethnoscience concepts in chemistry. It focuses on developing a portable educational kit integrated with various social media platforms to enhance student engagement and understanding. The development process followed the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, with this study covering up to the development phase. Qualitative data included expert feedback, while quantitative data were obtained through validation questionnaires and Likert-scale readability tests. The study analyzed six components: voltaic cell kit, electrolysis cell kit, corresponding guidebooks, and learning videos for both concepts. Results from validation and readability tests indicated that the educational kit is user-friendly, effective, and relevant for teaching ethnoscience-based electrochemistry. The learning media met quality standards in content accuracy, design appeal, and social media integration, suggesting its potential to improve students’ conceptual understanding and motivation in chemistry learning.

The rapid advancement of immersive technologies, such as Virtual Reality (VR), presents new opportunities to enhance chemistry education by linking abstract concepts to interactive, three-dimensional representations. This study investigates the application of a VR-enhanced two-tier diagnostic assessment to assess high school students’ integrated conceptual and representational reasoning in molecular geometry and intermolecular forces. The instrument comprises seven items that combine interactive 3D molecular visualizations with paired multiple-choice questions targeting answer accuracy and underlying reasoning. Data from students in Sukoharjo, Indonesia, were scored using a balanced accuracy–reasoning rubric and analyzed with Principal Component Analysis (PCA), k-means clustering, trajectory plots, and t-SNE-based response density maps to characterize patterns of performance across items. The results indicate that many students can correctly identify molecular shapes in VR yet struggle to provide theory-based explanations grounded in VSEPR and intermolecular interactions, revealing frequent misalignment between spatial recognition and conceptual justification. Three broad performance profiles were identified, ranging from low accuracy and weak reasoning to high accuracy and high consistency patterns, highlighting the value of going beyond correctness alone to capture the depth and coherence of reasoning. These findings suggest that VR-enhanced two-tier instruments can serve as rich diagnostic tools for revealing conceptual and representational difficulties, as well as informing targeted instructional interventions. Implications are discussed for the classroom-feasible design of VR assessments and for future AI-supported analytic systems that assist, rather than replace, teachers in interpreting students’ reasoning profiles.

Chemical bonding involves three levels of representation, namely macroscopic, submicroscopic, and symbolic, which are often difficult for students to understand due to their abstract and complex concepts. In this case, teachers play an important role as facilitators. However, teachers still experience various challenges in applying a multiple representation approach. This study aims to identify and analyze the difficulties in multi-representation-based chemical bonds based on the views of several chemistry teachers. A total of 14 open and closed question items via Google Forms were distributed online. Based on a survey of several chemistry teachers, the most difficult sub-material in chemical bonds is molecular geometry, while the easiest is ionic bonds. Chemistry teachers participating in this study tend to focus more on symbolic, macroscopic, and submicroscopic representations in teaching chemical bonds.

The development of STEM-project-based learning (STEM-PjBL) materials demands rigorous validation to ensure their quality, effectiveness, and relevance to learning objectives, particularly in complex chemistry topics such as stoichiometry. However, many existing tools lack rigorous validation, potentially undermining the credibility of both research outcomes and educational practices. This study aims to evaluate the quality of STEM-PjBL learning materials on stoichiometry supported by a simple photometer, by assessing the content validity of various instructional and assessment instruments using Aiken’s Index. A quantitative document analysis approach was employed, with validation conducted through a focus group discussion (FGD) involving seven experts: four chemistry education lecturers from Sebelas Maret University and Padang State University, and three experienced high school chemistry teachers from Surakarta. The instruments evaluated included a teaching module, student worksheet, STEM-PjBL implementation and sustainability literacy questionnaire, sustainability literacy pre-test and post-test, observation sheet for student performance during practicum, water filtration project scoring rubrics, and a cognitive pre-test and post-test on stoichiometry. Expert judgments focused on the clarity, relevance, and alignment of each item with intended learning indicators. The Aiken’s V coefficient was used to measure inter-rater agreement, with a threshold of ≥ 0.76 indicating acceptable content validity. All instruments met the criteria for high content validity. These findings confirm that the developed STEM-PjBL materials and assessment tools are valid and suitable for classroom implementation, offering strong support for enhancing students’ conceptual understanding, performance skills, and sustainability literacy in chemistry education

One way to preserve culture in education is through ethnoscience-based learning, especially in chemical materials linked to various fields of science in life, including social and cultural. Ethnoscience is a process of reconstructing indigenous science knowledge with scientific science. This research aims to explore trends in ethnoscience-based chemistry learning in Indonesia and analyze the contents, focusing on topics, learning approaches and models, tools, and variables influenced. The research data collection method adopted the preferred items for systematic review and meta-analysis (PRISMA) design and obtained from 30 selected articles indicated from 2019-2024 published in journals indexed by Scopus and SINTA. Analysis results show that the process of making batik is one of the ethnoscience topics that are widely used in chemistry learning. Ethnoscience learning can also be done by combining local wisdom (culture), traditional foods, and natural phenomena of the environment. Ethnoscience learning can be integrated into various learning models, such as contextual teaching and learning (CTL), problem-based, and project-based learning (PjBL). Learning tools often used in ethnoscience-based chemistry learning are modules, evaluation instruments, and worksheets. Ethnoscience is interesting to learn because it positively affects critical thinking and creativity, cultural and conservation character, and scientific literacy.

Scientific Literacy Assessment (SLA) is used to measure science literacy on basic chemical law material that has been qualified and tested. This study aims to prove the content validity of ethnochemistry SLA instruments integrated with artificial intelligence (AI) systems using Aiken's validity index so that they can measure students' scientific literacy in basic chemical law material. The research design uses the ADDIE development model (Analysis, design, development, implementation and evaluation which is simplified into analysis, design, and development. Content validity data was obtained from 10 experts, namely 7 chemistry education lecturers from UNS, UNY, and UM and 3 chemistry teachers in Surakarta through focus group discussions (FGD). The content validation test is based on aspects of context, language, and construct. A valid instrument is indicated by an Aiken index value of more than or equal to 0.73. The AI-integrated ethnochemistry SLA instrument on basic laws of chemistry material produced 15 valid items with an Aiken index greater than 0.73.

The 21st century highlights the critical role of education in developing life skills, including critical thinking, to address rapid global changes. The learning process in schools becomes a critical factor in strengthening these skills. Therefore, this study aims to determine the effect of the Differentiated Problem-Based Learning (PBL) model with the STEM approach on students' critical thinking skills on basic chemical laws in class X of a Senior High School in Surakarta. Samples were selected using cluster random sampling to choose two classes as samples, namely, the experimental and control classes. Research data was collected through a post-test using an essay measuring students' critical thinking skills. The results were analyzed using the Kruskal-Wallis’s test based on the mean post-test scores of the experimental class (73.00) and the control class (64.4), yielding a significance value of 0.004 (< 0.05). These results indicate a positive effect of Differentiated PBL-STEM on students' critical thinking skills. Skilled group students consistently demonstrated critical thinking skills, while students in the intervention and intermediate groups showed improvements from the initial diagnostic results of the learning process.