This study aims to explore grade level and gender differences in the attitudes toward chemistry (ATC), self-efficacy (SE), and learning experiences (LE) of preservice chemistry teachers. A total of 191 pre-service chemistry teachers were taken as the sample through cluster random sampling technique. This crosssectional survey collected the data using CAEQ questionnaire and interview. MANOVA test was carried out to analyze the quantitative data on the significance level .05, while the qualitative data were analyzed using Patton qualitative data analysis procedure. The findings showed that: 1) the LE level of the preservice chemistry teachers was the highest compared to SE and ATC ; 2) there was a difference of ATC and SE between the freshman and sophomore groups, and there was a difference in terms of ATC between freshman and junior categories, yet no different in terms of LE based on this category; and that 3) there was no difference of ATC, SE, and LE based on gender. The results accord with the interview findings in which both male and female student teachers have positive attitudes toward learning chemistry, and there was a difference of ATC, SE, and LE between freshman, sophomore, and junior.

The 21st century learning system demands the use of technology in learning instruction. This research focuses on the comparison between the use of android-based-game and blended learning in the Chemistry subject on the hydrocarbon lesson toward students’ self-efficacy and achievement. A quasi-experiment with post-test only design was adopted in this research. A number of 143 eleventh graders from two public senior high schools in Purworejo Regency, Indonesia were selected in a cluster random sampling as the research sample. The sample was classified into three groups depending on the media used, i.e. android-based-game only on face-to-face learning (ABG-FTFL), blended learning only (BL), and both android-based-game and blended learning (ABG-BL). Self-Efficacy Scale (SES) was used to obtain the data of students’ self-efficacy while the hydrocarbon test was used to obtain students’ achievement. One-way Analysis of Variance, Kruskal Wallis test, and descriptive quantity technique were performed in the data analysis, and it is found that the use of these technologies has a significant effect on the students’ self-efficacy and achievement. The use of ABG-BL is better in improving students’ self-efficacy while BL is better in enhancing students’ achievement. Therefore, the use of android-based-game and blended learning can be emphasized as media in chemistry learning to gain better self-efficacy and achievement among students.

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