This study aimed at designing and implementing the model of project-based learning integrated with Ethno-STEM. The learning model is an approach to Science in Technology, Engineering, and Mathematics in the context of Ethnoscience. The learning model was applied to the learning of organic chemistry for secondary metabolite topics to develop students’ entrepreneurial character. The subjects of this study were chemistry students who attended the organic chemistry and entrepreneurship course. The study took place in the Chemistry Department of UNNES. The research instruments included tests, observation sheets, and non-tests to measure the entrepreneurial characters. The data were analyzed using the qualitative descriptions and practicality tests of the model of project-based learning integrated with Ethno-STEM. In this study, the increase in the students’ entrepreneurial characters was measured based on the N-gain score. The results of this study and discussion found (1) the character description of the model of project-based learning integrated with Ethno-STEM to develop the students’ entrepreneurial characters, (2) the model was able to improve the students’ entrepreneurial characters based on the N-gain scores, (3) the students were able to produce creative products and design chemical batik motifs with secondary metabolite structures on canvas and chemical bottles. The students responded positively to the developed model of project-based learning integrated with Ethno-STEM.

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.

The Covid 19 pandemic has prevented learning from being carried out face-to-face but online using a smartphone. This study aims to analyze the effectiveness of android media as a chemistry learning medium during a pandemic. This type of research is qualitative research using the study of literature from scientific journals. The data analysis method used is descriptive qualitative. This systematic method uses PRISMA guidelines and flowcharts. Methods of data collection using non-test methods, namely observation and interviews. The analysis technique uses qualitative analysis. The study results of the response and effectiveness of Android media are used to consider using Android media as a suitable learning medium during a pandemic. The subject of the study was Sinta 1 to Sinta 6 accredited scientific journals between 2011 and 2021. This article limits the use of android media in high school chemistry learning. The results of scientific journal studies show that most students respond very well to the use of android media in chemistry learning. The effectiveness of using Android-based media for chemistry learning can increase student motivation, cognitive learning outcomes, problem-solving skills, critical thinking, scientific literacy, and student activity. The conclusion shows that Android media is suitable for use as a learning medium during a pandemic.