The aim of this research was to develop the sustainability competencies of preservice chemistry teachers’ through the use of a project-based learning model. Preservice chemistry teachers were engaged in a summer course program in collaboration with national and international universities. The summer course program was conducted online due to the COVID-19 pandemic. The research involved 26 preservice chemistry teachers from a pedagogical university in Jakarta, Indonesia, which joined with other university students from other universities in Indonesia, America, Thailand, and Malaysia. We used a qualitative methodology. Data were collected through interviews, questionnaires, observations, preservice chemistry teachers’ portfolios, and reflective journals. The data were coded into themes and interpreted to reveal that all students engaged successfully in developing their sustainability perspectives, environmental awareness, project development engagement, communication, and collaboration skills. Meanwhile, the preservice chemistry teachers engaged in developing their project in an online summer course program within the framework of sustainability.

In this study, we sought to investigate the effect of a 2-week Technological Pedagogical Content Knowledge (TPACK)-based training program on how the pre-service teachers’ TPACK was perceived. To achieve the goal, we used four TPACK activities; Explore-Engage-Reflection-Transformation. The study employed mixed methods with a TPACK questionnaire and open questions. Increased self-efficacy perceptions of TPACK was evaluated using a one-group pre-post-post research design. The sample was 30 pre-service teachers (5 male; 25 female) at a public university in Indonesia. Paired t-test was used to examine the significant difference between pretest and posttest scores and Cohen’s d was calculated to check the strength of the effect size. As a result, the paired t-test showed that the posttest scores were significantly higher than the pretest scores for all TPACK dimensions with large effect sizes. In addition, qualitative data from students’ reflections were analyzed. It found that pre-service teachers understand the role of technology integration in the TPACK framework for creating meaningful learning experiences. Participants reflected on the role as assessment for, and as learning. Professional learning from the New Zealand education system was introduced within a holistic framework to stimulate students to be creative future-directed teachers and agents of change. This indicates that the present training program increased the pre-service teachers’ perceptions of TPACK at the end of the training. We suggest that TPACK training programs that facilitate how pre-service teachers integrate technology, content, and pedagogy to create effective technology-enriched learning environments in their subjects should be included in teacher education programs.

The chemical bonding is one of the crucial topics in chemistry as it becomes a basic concept to comprehend other topics. Unfortunately, it is difficult for students to understand because it is at the submicroscopic level. This study proposes a way to comprehend that topic by developing a simulation of 3D molecules using Augmented Reality (AR). The data was collected by questionnaire. This study was used ADDIE procedure to develop the product. From the results of this study, it can be concluded that the Augmented Reality learning media has a very good quality and is worthy of being used as a supporting media in chemical learning activities in the chemical bond topic.

The aim of this research is to find out the effect of Inquiry-Flipped Classroom Models toward Students’ Achievement on Chemical Reaction Rate topic. This study was conducted at SMA Negeri 3 Tangerang in Eleventh Graders. The Quasi Experimental Method with Non-equivalent Control Group design was implemented in this study. 72 students as the sample was selected by purposive sampling. Students in experimental group were learned through inquiry-flipped classroom model. Meanwhile, in control group, students were learned through guided inquiry learning model. Based on the data analysis, it can be seen that there is significant difference in the result of the average achievement of the students. The average achievement of the students in inquiry-flipped classroom model was 83,44 and the average achievement of the students in guided inquiry learning model was 74,06. It can be concluded that the students’ achievement with inquiry-flipped classroom better than guided inquiry. The difference of students’ achievement were significant through t-test which is t_obs 3.056 > t_table 1.994 (α = 0.005).

This study aims to analyze the profile of technological pedagogical and content knowledge (TPACK) chemistry teachers at one of the schools in Jakarta. The criteria for the teachers analyzed are professional teachers who have been certified and have more than 20 years of teaching experience. The method used in this study is a qualitative descriptive research method. The data sources were collected through the TPACK questionnaire, lesson plan analysis, observation of the learning process, and interviews. The results show that chemistry teachers can apply learning methods that vary each meeting according to the characteristics of acid-base material. The teacher also utilizes technology information & communication (ICT) based learning media to simplify and clarify material delivery. It can be concluded that teachers have pedagogical content knowledge (PCK) and technological content knowledge (TCK). The use of ICT media such as interactive power points, videos and mobile phones to support selected learning methods, shows that teachers are also competent in technological pedagogical knowledge (TPK). The results of the study concluded that the teacher had integrated all TPACK components into acid-based learning so that they belonged to the action category (Action Level/An) at the TPACK competency level. This result was obtained base on CK, PK, TPK competencies that met the standard conception (Cn) category, and TK, PCK, TCK competencies that met the standard perception (Pn) category. Cn are indicated by understanding theories about TPACK components and their implementation through learning. While the Pn only understands the theories of components from TPACK.

Laboratory activities are inseparable from learning chemistry. Consequently, chemistry students should master several skills in the laboratory, which they might not have it in secondary school. However, there are many potential hazards to be considered in activities in chemical laboratories. The lack of knowledge and experience of first-year chemistry students causes the possibility of accidents in the chemical laboratory higher. Therefore, in this study, chemistry laboratory safety videos were developed and assessed by experts, while questioners and interviews were used to collect the data. The assessment result is that the videos are feasible and ready to use after the input from experts and users are implemented in the developed videos.