No abstract

This research aimed to investigate the implementation of blended learning (BL), which was designed in a group of pre-service chemistry teachers at higher education institutions. Blended learning was implemented by holding face-to-face lectures combined with online lectures using the Schoology Learning Management System (LMS). Meanwhile, the research employed a qualitative approach. The purpose of this study was to discover learning experiences and perceptions of students who have applied BL in practical learning. The results showed that students found new experiences during blended learning. Based on experience, students felt independence, flexibility, and ease in working on problems. Furthermore, students’ perceptions showed a comfortable feeling because learning process was flexible, structured, active, and up-to-date. Given the advantages of BL, pre-service chemistry teachers expressed their interest in applying BL to the learning process when they have become teachers. However, there were some shortcomings of BL, namely slow internet connection and Schoology LMS that often logged the students out on its own during test. However, students liked the flexibility of classes conducted by video call via WhatsApp application. In further research, it is necessary to redesign the learning process, so that the communication between lecturers and students will be balanced during face-to-face learning and online learning and the learning process will be more effective.

The implementation of technology in learning becomes imperative and needs. Through learning, technology will be more meaningful and facilitate students in comprehending the materials. Based on the evaluation of the multivariable calculus courses can be concluded that the students had much difficulty in drawing materials graphic in dimensional space 3 (R3). Students had not been able to draw graphs of linear and quadratic equations well. To solve the problem, the researchers implemented the Maple software on the multivariable calculus courses. This study used a qualitative approach with a descriptive analysis method. The subject of research is the students’ of Mathematics education of Muhammadiyah Semarang University in Multivariable calculus courses in the academic year 2019/2020. The stages of learning have six stages, such as; 1) Students are introduced Cartesian coordinates in R3; 2) Students are given student worksheets; 3) Students are required to draw graphics in the Maple software; 4) Students are asked to compare pictures in student worksheets and Maple; 5) Students present discussion results; 6) Lecturers give feedback and conclude learning. Based on the research results, it can be concluded that the implementation of Maple Software can improve the ability of students’ spaces in Multivariable calculus courses.

This research showed the efforts of educators in improving the quality of the chemistry classroom atmosphere through technology. Cogenerative dialogue involves a dialogue between a small number of students, teachers, and researchers. This discussion featured an ethnographic case study from the co-teaching and cogenerative dialogue involving junior lecturers, certified chemistry teachers, preservice chemistry teachers, and students in the chemistry learning about chemical bonding, chemical elements, and laboratory introduction. This dialogue is guided by questions related to Technological Pedagogical Content Knowledge (TPACK). The SWOT analysis was used to provide an overview experienced by educators as well as TPACKing process. The use of a simple application that is a music player, video and camera can be easily used to make the class more enjoyable. Students enjoy a more comfortable classroom atmosphere with song rhythms, funny videos, and selfie activities. Constraints in mastering concepts macroscopically, submicroscopically, and symbolically are completed by utilizing virtual/augmented reality and virtual laboratory. Cogenerative dialogue can inspire educators to try and learn the technology for teaching chemistry.

Competencies required for prospective chemistry teachers include enhancer chemistry learning in the laboratory and field, designing experiment for learning or research, and carrying out experiments in the right method. For the time being, the implementation of Physical Chemistry lab work in Chemical Education Departmen of IAIN Walisongo was conducted through recipes models. Practical guidance and instrument have been provided by laboratory. The model therefore fosters less spirit in searching knowledge. To achieve competency of prospective chemistry teachers, the researcher has developed laboratorium guideline that feature SETS vision. The purpose of this study was to obtain a valid and effective guideline that feature SETS vision, which can be used as a reference in the laboratory work through R & D study. The learning materials which are practiced in the studies were electrochemistry which includes: Nernst equation; electrolysis; electroplating. Based on the final analysis, the guidelines has an average score of 4 (Very Valid) from expert validators. 16 out of 21 students scored ≥ 70. It indicates that SETS can improve students' Science processing skills with N-gain of 0.6 (medium). The performances, preparation of reports, SETS discussions, and classroom presentation have high criteria. The developed guideline received high positive responses from students.