Eclética Química

The creativity of chemistry education students in the digital age

2024-09-30T14:54:10-03:00

The creativity of chemistry education students in the digital era is an exciting topic for discussion, given the critical role of creativity in developing innovations for prospective chemistry teachers. This study explores the creativity of chemistry education students in the digital era. The research method used is descriptive qualitative with data collection techniques through learning with hypothetical deductive learning cycle models, interviews, and observations. The research participants consisted of twenty-nine fifth-semester chemistry education students. The results showed that 70% of chemistry education students were in the creative category, and 30% were in the moderately creative category. This study provides essential information about the creativity of chemistry education students in facing the digital era, as well as challenges and opportunities that must be considered in the development of chemical education innovations in the digital era.

Scientific creativity of secondary school students on colloid system

2024-07-27T11:00:17-03:00

The significance of scientific creativity in science has been highlighted for nearly two decades. In chemistry education, this involves students’ ability to generate concepts related to chemical problems and phenomena, such as the colloid system found in daily life. Understanding the colloid system requires students to produce scientific ideas for problem-solving. Therefore, assessing students’ scientific creativity is crucial. This research aimed to determine students’ scientific creativity concerning the colloid system using a descriptive, quantitative approach. Seventy-six students were selected through simple random sampling. Data collection involved four open-ended questions, analyzed using a scoring rubric and percentage scores. The study revealed that students’ fluency, flexibility, and originality were low, leading to unsatisfactory results in questions requiring divergent thinking and scientific imagination. These findings highlight the need to enhance students’ ability to generate scientific ideas, emphasizing the importance of fostering scientific creativity in education.

Determining design thinking elements in chemistry education: A Fuzzy Delphi method

2024-09-07T19:59:17-03:00

Creating a high-quality learning environment where students can solve real-world problems and be receptive is essential for fostering students’ innovation competencies. Using appropriate pedagogical strategies and classroom activities is a crucial aspect of Malaysian education. This article uses the Fuzzy Delphi Method (FDM) to design chemistry classroom teaching strategies based on the design thinking paradigm. This research involves 12 experts in purposive sampling to form a diverse panel encompassing expertise in Chemistry Education, Curriculum, Module Development, Research, and Innovation. Using the Fuzzy Delphi method (FDM), the data were analyzed. Four elements for exploratory constructs, two elements for construct interpretation, four elements for ideation, two elements for execution, and three elements for construct evolution met the FDM requirements, according to the findings. Its threshold value is less than 0.2, the expert consensus is less than 75%, and the average score of the fuzzy number is over 0.5. Encouraging design thinking in chemistry classes and thereby enhancing students’ innovation skills, this research unquestionably induces a paradigm shift in teaching practice.

The effectiveness of guided inquiry learning based on Anderson’s sketch analysis on students’ higher order thinking skills in reaction rate

2024-10-09T18:45:33-03:00

The 21^st century learning process focuses on enhancing higher-order thinking skills (HOTs). In Indonesian schools, students’ HOTs in the reaction rate topic need improvement. This study investigates the effectiveness of guided inquiry learning based on Anderson’s learning sketch analysis in enhancing HOTs. Involving 60 of 11^th grade science students from a public high school in Malang, the study used a quasi-experimental design with an experimental class (Anderson’s learning sketch) and a control class (conventional learning). The research instrument was a HOTs assessment with 10 essay questions. Data analysis using an independent sample t-test showed a significant difference (p = 0.002), with the experimental class scoring higher (69.3) than the control class (49.9). The findings indicate that Anderson’s Learning Sketch Analysis is effective in improving students’ HOTs, with the experimental class outperforming the control class in skills such as analysis (63% vs. 39%), evaluation (71% vs. 55%), and creation (78% vs. 70%). These results highlight the importance of guided inquiry in enhancing HOTs.

Critical thinking skills of prospective chemistry teachers in chemistry learning with Ethno-Socio-Scientific issues integrated inquiry

2024-08-22T18:02:07-03:00

This study aims to develop a valid and practical Ethno-SSI integrated inquiry strategy to improve the critical thinking skills of prospective chemistry teachers. The research method used is Plomp’s research and development model, with a convenience sampling technique obtained from a sample of 52 prospective chemistry education teachers at one of the universities in Indonesia. Data was collected through observation, a critical thinking test, and a questionnaire. Data analysis was carried out qualitatively and quantitatively. The results of strategy development obtained a new syntax called OETACA (orientation, exploration, transformation, argumentation, conclusion, and application) with a content validity score of 0.83 and construct 0.93. The results of improving critical thinking skills on a small scale get an N-Gain score of 0.7 in the high category supported by the perceptions of prospective chemistry teachers who strongly agree (43%) and agree (41%) to implement the Ethno-SSI integrated inquiry strategy in chemistry learning in the classroom.

Phenolic compounds and biological potential of Eugenia uniflora L.: A short review

2024-10-21T01:07:37-03:00

Eugenia uniflora L. (Myrtaceae) is native to Brazil and it is known as pitanga. In traditional medicine, this species is used to treat cough, skin allergies and asthma. Different parts of this plant displayed insecticidal, antimicrobial, and antioxidant activities. The main phenolic compounds found in the extracts of this species are flavonoids and tannins, which display relevant biological activities. This review shows recent phytochemical studies on E. uniflora, emphasizing the phenolic compounds, including a description of methods of extraction of these metabolites. Besides, the diversified biological activities and the potential of this plant for the food industry are reported. The pharmacological and nutraceutical potential attributed to E. uniflora justify the growing scientific interest in this species.