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This study discusses the use of learning modules in chemistry education. In this study, relevant articles were collected. After being collected, 20 related articles were obtained about the use of learning modules in chemistry education. The articles obtained are identified where there are several points obtained, namely the type of module, the chemical topics discussed in the module, the pedagogical approach used, and the results obtained after using the module. From these points, there are 2 types of modules, namely printed modules, and electronic modules. The topics of chemistry presented are basic chemistry, analytical chemistry, organic chemistry, and environmental chemistry. In use, modules can be used independently and in groups, with the results obtained after application of modules can be in the form of cognitive, affective, and psychomotor. Based on the analysis of the article, the dominant learning module developed is an electronic module in which the constructivist pedagogical approach. The dominant module on basic chemistry topics. The results obtained after the use of modules are the majority of modules that can improve learning outcomes and improve student concepts.

This research aims to find out misconceptions and troublesome knowledge on chemical equilibrium. The qualitative method used in this study is conducting a semi-structured interview with prospective chemistry teachers. The interview consists of investigating the prospective chemistry teachers’ understanding using CaCO3 equilibrium system, NO2-N2O4 equilibrium system, and FeSCN2+ equilibrium system and asking about concepts that are considered troublesome according to their learning experiences. The common misconceptions on chemical equilibrium revealed by this study are about the dynamic nature of chemical equilibrium, the constancy of equilibrium constant, and the shift of equilibrium. Meanwhile, the dynamic equilibrium, the equilibrium constant, and Le Chatelier’s principle are considered troublesome knowledge because they can be alien, conceptually difficult, and troublesome language.

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