Organic chemistry is widely regarded as a challenging topic; generally, students prefer to memorize rather than critically analyze concepts resulting in meaningful learning. In recent years, the curriculum of the organic chemistry subject has been reshaped and redefined to overcome the difficulties that students often experience while trying to understand the syllabus. The goal of this research is to illustrate the organic chemistry education’s current trends, which adopted the bibliometric analysis method. A holistic review was carried out on organic chemistry education articles obtained from the Scopus database between the year 2011 up to 2020. Based on the keywords of “organic chemistry” and “education”, the study has accumulated 1056 papers for further evaluation. Various tools have been implemented, for example, Microsoft Excel was used to conduct the frequency analysis, VOSviewer for data visualization, as well as Harzing’s Publish or Perish in regard to citation metrics and analysis. Bibliometric indicators were employed to report the findings in this study, for instance, language, subject area, research trends by year of publication, top countries, top influential institution, active source title, citation analysis, authorship analysis and keywords analysis. The results show an increasing growth rate of literature on organic chemistry education from 2011 until 2020. The United States was the top contributor to organic chemistry education research, followed by Canada. Healthy collaboration exists across researchers, countries, and institutions. This evolvement of organic chemistry education reflects a rising emphasis on Science, Technology, Engineering and Mathematics (STEM) discipline incorporated into the 21st-century curriculum to prepare the desired workforce.

This action research uses the Kemmis & Mc Taggart Model (1988) to improve the skills for science stream of pre-university students in organic synthesis topic to convert one functional group to another by using Class Map in learning Organic Chemistry. The objectives of this study were to improve memory skills in conversion of functional groups in an Organic Chemistry reaction and to cultivate students' interest in the subject of Organic Chemistry. A total of six students of 6 Delta 2, SMK Sultan Abu Bakar were involved in this study. Preliminary surveys were conducted through observations, document analysis and interviews. The results of the survey showed that students could not remember the conversion of functional group well because in the Semester Three chemistry syllabus, there are too many chemical reactions, causing students less interested in learning Organic Chemistry. Students were exposed to the Class Map within two months. The test results displayed that (i) students can recall the functional group conversion reaction in an Organic Chemistry and (ii) students can apply the organic reactions learned in answering questions. The findings of the interviews showed that students can cultivate an interest in Organic Chemistry subject.