Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding
DOI:
https://doi.org/10.15575/jtk.v10i1.40828Keywords:
digital learning, innovative pedagogy, project-based learning, student engagementAbstract
The advancement of digital technology and the growing demand for student-centered learning have prompted educators to explore more innovative approaches in science education. In chemistry, abstract concepts often pose significant challenges for learners, particularly at the secondary school level. This study aimed to examine how practising chemistry teachers integrate digital technology and project-based learning (PjBL) to enhance students’ conceptual understanding. A descriptive qualitative design was employed, involving in-depth interviews with 22 secondary school teachers who are also distance education students. Thematic analysis revealed that combining video-based instruction, interactive simulations, and contextualized PjBL strategies significantly improved students’ comprehension of complex topics such as atomic structure, chemical bonding, and colligative properties. For example, digital simulations enabled clearer visualization of atomic models, while hands-on projects like “Ice Cream Making to Explore Colligative Properties” successfully connected theoretical knowledge with real-life experiences. Despite the pedagogical advantages, challenges such as disparities in digital literacy and the limitations of online platforms were noted. This study contributes to the evolving field of chemistry education by offering practical insights into the implementation of digital and project-based strategies tailored to the learning preferences of Generation Z and Alpha students. The findings underscore the need for systemic teacher support, professional development, and infrastructure improvement to maximize the benefits of these transformative teaching approaches.
References
Ali, S. B., Talib, C. A., & Jamal, A. M. (2023). Digital Technology Approach In Chemistry Education: A Systematic Literature Review. Journal of Natural Science and Integration, 6(1), 1–13. https://doi.org/10.24014/jnsi.v6i1.21777
Almasri, F. (2022). Simulations to Teach Science Subjects: Connections Among Students’ Engagement, Self-Confidence, Satisfaction, and Learning Styles. Education and Information Technologies, 27(5), 7161–7181. https://doi.org/10.1007/s10639-022-10940-w
Boateng, S. (2024). Assessing conceptual difficulties experienced by pre-service chemistry teachers in organic chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), 1–15. https://doi.org/10.29333/ejmste/14156
Böttcher, T. (2018). From Molecules to Life: Quantifying the Complexity of Chemical and Biological Systems in the Universe. Journal of Molecular Evolution, 86(1), 1–10. https://doi.org/10.1007/s00239-017-9824-6
Chan, C. K. Y., & Lee, K. K. W. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers? Smart Learning Environments, 10(1), 1–23. https://doi.org/10.1186/s40561-023-00269-3
Chen, X., Wang, L., Shao, X., & Wei, R. (2024). An analysis of Chinese chemistry curriculum standards based on OECD Education 2030 Curriculum Content Mapping. Disciplinary and Interdisciplinary Science Education Research, 6(1). https://doi.org/10.1186/s43031-023-00091-4
Chiu, M. H. (2022). My journey in chemistry education. Pure and Applied Chemistry, 94(8), 919–941. https://doi.org/doi:10.1515/pac-2021-1103
Domenici, V. (2022). STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers. Education Sciences, 12(1). https://doi.org/10.3390/educsci12010030
Etyarisky, V., & Marsigit, M. (2022). The Effectiveness of Interactive Learning Multimedia with a Contextual Approach to Student’s Understanding Mathematical Concepts. AL-ISHLAH: Jurnal Pendidikan, 14(3), 3101–3110. https://doi.org/10.35445/alishlah.v14i3.941
Hidayati, I. W., & Subur. (2023). A Literature Review on How the Mind Map Method Helps Students Remember School Lessons. Proceedings of the 3rd Borobudur International Symposium on Humanities and Social Science 2021 (BIS-HSS 2021), 874–880. https://doi.org/10.2991/978-2-494069-49-7_148
Hoai, V. T. T., Son, P. N., Em, V. V. D., & Duc, N. M. (2023). Using 3D molecular structure simulation to develop chemistry competence for Vietnamese students. Eurasia Journal of Mathematics, Science and Technology Education, 19(7). https://doi.org/10.29333/ejmste/13345
Jegstad, K. M. (2023). Inquiry-based chemistry education: a systematic review. Studies in Science Education, 1(1), 1–63. https://doi.org/10.1080/03057267.2023.2248436
Kusmawan, U. (2022). A Virtual Lab As A Vehicle For Active Learning Through Distance Education. International Journal on Research in STEM Education, 4(2), 18–38. https://doi.org/10.31098/ijrse.v4i2.1188
Kusmawan, U. (2023). Redefining Teacher Training: The Promise of AI-Supported Teaching Practices. Journal of Advances in Education and Philosophy, 7(09), 332–335. https://doi.org/10.36348/jaep.2023.v07i09.001
Lapitan, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012
Lestarani, D., Lalang, A. C., & Manggi, I. (2023). Development of Articulate Storyline 3-Based Digital Teaching Materials on the Subject of Atomic Structure and Periodic Elements System for SMA/MA Students in Class X. Orbital, 15(2), 127–132. https://doi.org/10.17807/orbital.v15i2.17959
Lukman, I. R., Unaida, R., & Setiawaty, S. (2022). Comparative Study of Student Chemistry Learning Results Using Problem Based Learning (PBL) Model and Think Pair and Share (TPS) On Basic Law of Chemistry Materials At Sma Negeri 1 Gandapura. Journal of Community Pharmacy Practice, 22, 6–15. https://doi.org/10.55529/jcpp22.6.15
Malik, A., & Ubaidillah, M. (2021). Multiple Skill Laboratory Activities: How To Improve Students’ Scientific Communication And Collaboration Skills. Jurnal Pendidikan IPA Indonesia, 10(4), 585–595. https://doi.org/10.15294/jpii.v10i4.31442
Masbukhin, F. A. A. M., Adji, N. S. S., & Wathi, A. F. D. (2023). Project-Based Learning (PjBL) Model in Chemistry Learning: Students’ Perceptions. European Journal of Education and Pedagogy, 4(1), 93–98. https://doi.org/10.24018/ejedu.2023.4.1.567
Masbukhin, F. A. A., & Sausan, I. (2023). Analyzing the Implementation of “Kurikulum Merdeka”: Insights from Chemistry Educators in Gunung Kidul Vocational Schools. Jurnal Penelitian Pendidikan IPA, 9(12), 11250–11260. https://doi.org/10.29303/jppipa.v9i12.5991
Mukama, E., & Byukusenge, P. (2023). Supporting Student Active Engagement in Chemistry Learning with Computer Simulations. Journal of Learning for Development, 10(3), 427–439. https://doi.org/https://doi.org/10.56059/jl4d.v10i3.802
Murniarti, E., Simbolon, B. R., Yuridian Purwoko, R., & Fatmawati, E. (2023). Empowering Tech-Savvy Youth Education in Society 5.0: Transforming Learning for the Digital Future. In ENDLESS: International Journal of Futures Studies 6(3). Retrieved from https://endless-journal.com/index.php/endless/article/view/227
Nsabayezu, E., Iyamuremye, A., Urengejeho, V., Mukiza, J., Ukobizaba, F., Mbonyiryivuze, A., & Kwitonda, J. de D. (2022). Computer-based learning to enhance chemistry instruction in the inclusive classroom: Teachers’ and students’ perceptions. Education and Information Technologies, 27(8), 11267–11284. https://doi.org/10.1007/s10639-022-11082-9
Nugraha, S. I., & Ridwan, I. (2020). Improving students’ environmental awareness through Project-Based Learning (PBL): A case at a secondary high school in Karawang. ELT in Focus, 2(2), 63–71. https://doi.org/10.35706/eltinfc.v2i2.3055
O'g'li, M. D. R. (2024). The Importance of Digital Technologies in the Training of Future Primary School Teachers. Journal of Chemical Health Risks, 14(1), 2251–6727. Retrieved from https://www.jchr.org/index.php/JCHR/article/view/3223
Permatasari, M. B., Rahayu, S., & Dasna, I. W. (2022). Chemistry Learning Using Multiple Representations: A Systematic Literature Review. Journal of Science Learning, 5(2), 334–341. https://doi.org/10.17509/jsl.v5i2.42656
Rahmawati, Y., Zulhipri, Hartanto, O., Falani, I., & Iriyadi, D. (2022). Students’ Conceptual Understanding In Chemistry Learning Using Phet Interactive Simulations. Journal of Technology and Science Education, 12(2), 303–326. https://doi.org/10.3926/jotse.1597
Redhana, I. W., Sudria, I. B. N., Suardana, I. N., Suja, I. W., & Handayani, N. K. N. (2018). Identification of chemistry teaching problems of a prospective teacher: A case study on chemistry teaching. Journal of Physics: Conference Series, 1040(1). https://doi.org/10.1088/1742-6596/1040/1/012022
Rusmansyah, Yuanita, L., Ibrahim, M., Isnawati, & Prahani, B. K. (2019). Innovative chemistry learning model: Improving the critical thinking skill and self-efficacy of pre-service chemistry teachers. Journal of Technology and Science Education, 9(1), 59–76. https://doi.org/10.3926/jotse.555
Sahroni, I., Ardhayanti, L. I., Basumerda, C., Musawwa, M. M., & Ramadani, R. (2022). Project-Based Learning: Chemistry Students’ Role in Fostering the Society in Recycling the Waste Cooking Oil. IJCER (International Journal of Chemistry Education Research), 6(2), 69–74. https://doi.org/10.20885/ijcer.vol6.iss2.art2
Shi, Y., Yang, H., Dou, Y., & Zeng, Y. (2023). Effects of mind mapping-based instruction on student cognitive learning outcomes: a meta-analysis. Asia Pacific Education Review, 24(3), 303–317. https://doi.org/10.1007/s12564-022-09746-9
Sultan, Z. (2023). Public Service Model And Employee Work Effectiveness Through A Website-Based Management Information System. Jurnal Ekonomi, Manajemen, Dan Akuntansi: ASSETS, 13(2), 328–342. https://doi.org/https://doi.org/10.24252/assets.v13i2.41193
Suprawata, I. G., & Riastini, P. N. (2022). Gender and Educational Level: Analysis of Elementary School Teacher Numerical Skills. Jurnal Ilmiah Sekolah Dasar, 6(2), 236–243. https://doi.org/10.23887/jisd.v6i2.42501
Tampubolon, S., Susanty, L., Khasanah, K., Wisman, W., & Riyanto, A. (2021). Understanding why teachers entrust technology in innovating the learning outcomes. Jurnal Konseling Dan Pendidikan, 9(4), 372. https://doi.org/10.29210/169000
Timilsena, N. P., Krishna, Maharjan, B., & Devkota, M. (2022). Teachers’ And Students’ Experiences In Chemistry Learning Difficulties. Journal of Positive School Psychology, 6(10), 2856–2867. Retrieved from https://journalppw.com/index.php/jpsp/article/view/13764
Villaruz, E. J., Cardona, M. C. F., Buan, A. T., Barquilla, M. B., & Yuenyong, C. (2019). Ice Cream STEM Education Learning Activity: Inquiry from the Context. Journal of Physics: Conference Series, 1340(1). https://doi.org/10.1088/1742-6596/1340/1/012092
Wahyuni, T., Sunu, I., & Dantes, K. (2023). Kontribusi Kompensasi, Motivasi, Sarana Prasarana Dan Lingkungan Kerja Terhadap Kinerja Guru Non Sertifikasi Pada Madrasah Tsanawiyah Swasta Di Kabupaten Tabanan. Jurnal Administrasi Pendidikan Indonesia, 14(2), 171. https://doi.org/10.23887/jurnal_ap.v14i2.1858
Yasar, M. D., & Sozbilir, M. (2019). Investigating Teachers’ Fidelity to Constructivist Chemistry Curriculum in Turkey: Congruence between Intended, Perceived and Observed Curriculum in Turkey. International Journal of Physics and Chemistry Education, 11(4), 93–104. Retrieved from https://ijpce.org/index.php/IJPCE/article/view/69
Zhou, C. (2023). The Impact of the Project-Based Learning Method on Students. BCP Education & Psychology ERHSS, 9(9), 20–25. https://doi.org/http://dx.doi.org/10.54691/bcpep.v9i.4603
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Faizal Akhmad Adi Masbukhin, Udan Kusmawan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
