The Need Analysis of Module Development Based on Search, Solve, Create, and Share to Increase Generic Science Skills in Chemistry

The implementation of technology in the era of Society 5.0 runs massively in the world of education. One of them is in the form of augmented reality (AR) learning media. AR technology that can visualize abstract chemical topics in line with the concept of tetrahedral chemical representation. Therefore, this study aims to design and test the effectiveness of AR learning media based on tetrahedral chemical representation. This study used research and development methods with ADDIE (analysis, design, development, implementation, and evaluation) model. The topic of chemical equilibrium chemistry was chosen in this study to develop AR media. This research was conducted in three representative schools in Surakarta, Central Java, Indonesia. A total of 168 students from three representative schools (66 male and 102 female) participated as subjects in the Implementation stage. In addition, a multiple-choice instrument with 24 parallel questions on the pre- and post-test was used to determine the effect of the developed media on the experimental and control classes. The results showed that the design of AR learning media based on tetrahedral chemical representations was successfully developed and proved effective in improving learning outcomes. Student response sheets are given after using the media to find user experience regarding the strength and weaknesses of AR media.

STEAM learning was design to promote student’s interest in learning chemistry. Integration STEAM into chemistry learning is often seen as a challenge, such as not familiar and lack of knowledge on STEAM in chemistry. Coping, for this reason, a web-based STEAM online platform was designed. This paper reports the use of design-based research (DBR) to develop a web-based STEAM online platform. The paper focuses on two studies that step on the development and validation of the platform. In an attempt to implement theoretically designed learning environments in real-world classrooms, DBR was employed as an overarching framework of inquiry. The two cycles of DBR inquiry provide deep insights into the platform's readability, comprehensibility, and feasibility. The implementation of the framework is specified along with further implications for researchers and practitioners.

Three chalcones (4'-amino-4-methoxy chalcone, 4'-amino-3,4-dimethoxy chalcone and 4'-amino-3,4,5-trimethoxy chalcone) has been synthesized by a green chemistry approach using grinding technique. Antioxidant activity of the chalcones were assessed using 1,1-biphenyl-2-picrylhydrazyl (DPPH) radical scavenging method. Cytotoxicity of chalcones sythesized was evaluated using a tetrazolium (MTT) colorimetric assay against cervical cancer cell line, HeLa. The antioxidant activity test showed that 4'-amino-4-methoxy chalcone had a stronger activity than the 4'-amino-3,4-dimethoxy chalcone and 4'-amino-3,4,5-trimethoxy chalcone, respectively with IC₅₀ 58.85, 64.79 and 210.3 μg/mL. These results indicate that there is a relationship between the structure of chalcone with antioxidant activity, the more methoxy groups in the ring B of the chalcone, antioxidant activity is getting smaller. The chalcone synthesized showed cytotoxicity against HeLa cell line with IC₅₀ value of 31.75, 36.65, 49.04 μg/mL, respectively. It was observed that the highest cytotoxic activity was found at 4'-amino-4-methoxy chalcone (IC₅₀ 31.75 μg/mL). Lower activity was showed by 4'-amino-3,4,5-trimethoxy chalcone with IC₅₀ value of 49,04 μg/mL. There is a relationship cytotoxicity with chalcone structure, the more the number of methoxy groups in ring B chalcone, will decrease the activity of cytotoxicity.

This research investigates the impact of project-based learning (PjBL) on enhancing students’ creative thinking abilities through a comprehensive meta-analytic study. Creative thinking is recognized as an integral part of higher-order thinking skills (HOTS) required for success. Employing the preferred reporting items for systematic reviews and meta-analyses (PRISMA), studies published between 2014 and 2024 were identified and synthesized from the Scopus database. Data analysis, conducted with R, assessed the impact of PjBL using effect size (ES) measurements. The findings demonstrate that PjBL significantly improves creative thinking skills compared to traditional teaching methods. Moderator analysis revealed that variables such as educational level, subject area, and learning model influence the outcomes, with the highest impact observed in high school and inquiry-driven subjects like physics. Variations of PjBL, including technology-enhanced models, such as Google Classroom-based approaches, further amplified its effectiveness, particularly in virtual learning environments. This study highlights PjBL’s adaptability and robust potential in fostering creativity and innovation across diverse educational contexts. The results provide practical implications for educators in designing tailored PjBL strategies to cultivate students’ creative thinking, emphasizing the importance of interdisciplinary approaches and technological integration in modern education.