A Systematic Review: Strategies in Chemistry Learning
DOI:
https://doi.org/10.15575/jtk.v10i2.49530Keywords:
chemistry learning, strategy learning, systematic literature review 3Abstract
This study aims to synthesize research related to learning strategies focusing on chemistry learning research in the last ten years from various reputable journals and proceedings focusing on the last ten years, grounded in the theoretical framework of conceptual change and the challenges posed by chemistry's multiple representational levels (macroscopic, submicroscopic, and symbolic). After searching national and international reputable databases using key patterns of relevance (Pattern 1: “chemistry learning strategies” “Merdeka Curriculum”; Pattern 2: “learning strategies” ‘chemistry education’; Pattern 3: ‘chemistry learning strategies’ ‘effective’), the 19 relevant articles were systematically reviewed. Inclusion criteria required publication in reputable journals (Q1–Q4) or proceedings, english language, and explicit discussion of strategy effectiveness in secondary or higher chemistry education. The results showed that cooperative learning and inquiry learning dominated from several articles used as learning that is often applied in the learning process to see its effect on learner achievement, cognitive development, laboratory skills, science process skills, and understanding of science knowledge. The implementation of the Merdeka Curriculum requires educators to provide innovations to the learning strategies applied. Technology-based learning is one form of innovation that is in accordance with the curriculum and the development of the current era. Learning strategies by utilizing ICT create enthusiasm and meaningfulness for students to learn independently. This review contributes a refined theoretical understanding of chemistry specific learning strategies, identifies research gaps, and suggests future directions in chemistry education.
References
Adauyah, R., & Aznam, N. (2024). Guided Inquiry Learning Model in Chemistry Education: A Systematic Review. Jurnal Penelitian Pendidikan IPA, 10(3), 77–87. https://doi.org/10.29303/jppipa.v10i3.6373
AgwuUdu, D. (2018). Comparative Effects of Individualised and Cooperative Learning Instructional Strategies on Senior Secondary School Students’ Academic Achievement in Organic Chemistry. Electronic Journal of Science Education, 22(2), 1–14. Retrieved from https://files.eric.ed.gov/fulltext/EJ1188015.pdf
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House a Journal of Educational Strategies Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
Caparoso, J. K. V., & Orleans, A. V. (2024). DiGIBST: An Inquiry-Based Digital Game-Based Learning Pedagogical Model for Science Teaching. STEM Education, 4(3), 282–298. https://doi.org/10.3934/steme.2024017
Doris, M., & Ndu, B. (2018). Effects of Cooperative Learning Strategy on Secondary School Physics Students’ Understanding of the Concept of Radioactivity. International Journal of Education and Evaluation, 4(4), 37–58. Retrieved from https://sejrsd.org.ng/index.php/SEJRSD/article/view/189
Ernawati, M. D. W., Sudarmin, S., Asrial, A., Muhammad, D., & Haryanto, H. (2022). Creative Thinking of Chemistry and Chemistry Education Students in Biochemistry Learning Through Problem Based Learing with Scaffolding Strategy. Jurnal Pendidikan IPA Indonesia, 11(2), 282–295. https://doi.org/10.15294/jpii.v11i2.33842
Fatkhurrokhman, M., Leksono, S. M., Ramdan, S. D., & Rahman, I. N. (2018). Learning Strategies of Productive Lesson at Vocational High School in Serang City. Jurnal Pendidikan Vokasi, 8(2), 163. https://doi.org/10.21831/jpv.v8i2.19485
Gibson, H. L., & Chase, C. (2002). Longitudinal Impact of an Inquiry-Based Science Program on Middle School Students’ Attitudes Toward Science. Science Education, 86(5), 693–705. https://doi.org/10.1002/sce.10039
Granstrom, M., Kikas, E., & Eisenschmidt, E. (2023). Classroom Observations: How do Teachers Teach Learning Strategies?. Frontiers in Education, 8(March 2023). https://doi.org/10.3389/feduc.2023.1119519
Ismono, I., Poedjiastoeti, S., & Suyoto, S. (2018). The Development of Learning Model of Map Concept with Inquiry Strategy. Proceedings of the Seminar Nasional Kimia - National Seminar on Chemistry (SNK 2018), 185–191. https://doi.org/10.2991/snk-18.2018.43
Nadarajan, K., Abdullah, A. H., Alhassora, N. S. A., Ibrahim, N. H., Surif, J., Ali, D. F., Mohd Zaid, N., & Hamzah, M. H. (2023). The Effectiveness of a Technology-Based Isometrical Transformation Flipped Classroom Learning Strategy in Improving Students’ Higher Order Thinking Skills. IEEE Access, 11(December 2022), 4155–4172. https://doi.org/10.1109/ACCESS.2022.3230860
Olakanmi, E. E. (2017). The Effects of a Flipped Classroom Model of Instruction on Students’ Performance and Attitudes Towards Chemistry. Journal of Science Education and Technology, 26(1), 127–137. https://doi.org/10.1007/s10956-016-9657-x
Oludipe, D., & Awokoy, J. O. (2010). Effect of Cooperative Learning Teaching Strategy on The Reduction of Students’ Anxiety for Learning Chemistry. Journal of Turkish Science Education, 7(1), 30–36. Retrieved from https://scholar.google.com/citations?view_op=view_citation&hl=en&user=p_yf0VwAAAAJ&citation_for_view=p_yf0VwAAAAJ:u-x6o8ySG0sC
Orosz, G., Németh, V., Kovács, L., Somogyi, Z., & Korom, E. (2022). Guided Inquiry-based Learning n Secondary-School Chemistry Classes: A Case Study. Chemistry Education Research and Practice, 24(1), 50–70. https://doi.org/10.1039/d2rp00110a
Page, M. J. (2021). The Prisma 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. BMJ. https://doi.org/10.1136/bmj.n71
Paristiowati, M., Dianhar, H., Hasibuan, N. A. P., & Fitriani, R. (2024). Integration of Various Digital Media with Flipped Classroom Models in Chemistry Learning: An Analysis of Student Activities. Orbital: Jurnal Pendidikan Kimia, 8(1), 104–118. https://doi.org/10.19109/ojpk.v8i1.21928
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of Inquiry-based Learning: Definitions and the Inquiry Cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Rahmadhani, P., Sutrisno, S., & Widarti, H. R. (2021). Increasing Students’ Critical Thinking Skills in Fundamental of Analytical Chemistry using Inquiry-based Learning with OE3R Strategy. AIP Conference Proceedings, 2330(March), 3–9. https://doi.org/10.1063/5.0043151
Rosa, E., Destian, R., Agustian, A., & Wahyudin, W. (2024). Inovasi Model dan Strategi Pembelajaran dalam Implementasi Kurikulum Merdeka. Journal of Education Research, 5(3), 2608–2617. https://doi.org/10.37985/jer.v5i3.1153
Sulaiman, W., Nur, M., & Ismail, S. (2023). Merdeka Curriculum Learning Strategy in Effort Building Student Potential. International Journal of Educational Narratives, 2(1), 78–86. https://doi.org/10.70177/ijen.v2i1.628
Sun, J., Anderson, R. C., Lin, T. J., Morris, J. A., Miller, B. W., Ma, S., Nguyen-Jahiel, T., & Scott, K. (2022). Children’s Engagement during Collaborative Learning and Direct Instruction through the Lens of Participant Structure. Contemporary Educational Psychology, 69(April 2022). https://doi.org/10.1016/j.cedpsych.2022.102061
Suryatin, S. (2020). The Effectiveness of Cooperative Learning in the Course of Mathematic Problem Solving. Indonesian Journal of Elementary Teachers Education, 1(2). https://doi.org/10.25134/ijete.v1i2.3683
Syakdiyah, H., Wibawa, B., & Muchtar, H. (2018). The Effectiveness of Flipped Classroom in High School Chemistry Education. IOP Conference Series: Materials Science and Engineering, 434(1). https://doi.org/10.1088/1757-899X/434/1/012098
Wiguna, H. S., Muchtar, H., & Situmorang, R. (2020). Analysis of the Implementation of Active Learning for MAN 3 Banda Aceh Students during the COVID-19 Pandemic. International Journal of Education, Information Technology and Others (IJEIT), 5(2), 389–399. https://doi.org/10.5281/zenodo.5150236
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Winda Putri Permata Sari, Sri Atun
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).
