Cyndi Prasetya, Maisarah, Yara Qumarani, Nazihan Fahira, Naila Wahyuni

PENGEMBANGAN MODUL PEMBELAJARAN GREEN CHEMISTRY BERBASIS SUSTAINABLE-PjBL BERBANTUAN AUGMENTED REALITY

Introduction

Pengembangan modul pembelajaran green chemistry berbasis sustainable-pjbl berbantuan augmented reality. Modul Kimia Hijau berbasis Sustainable-PjBL & AR untuk calon guru kimia. Tingkatkan pemahaman, kesadaran lingkungan, serta skill abad 21 yang esensial.

Abstract

While its application in higher education is frequently limited by the lack of contextual and interactive teaching materials and engaging visualization of abstract concepts, green chemistry education is crucial for developing environmental awareness and sustainable attitudes among pre-service chemistry teachers. The objective of this work was to create a green chemistry learning module using augmented reality (AR) and Sustainable Project-Based Learning (S-PjBL). Purposive sampling was used to choose 28 pre-service chemistry teachers for the study, which used the ADDIE development model. Expert validation and user response questionnaires were used to collect data, and percentage average scores were used for quantitative analysis. The module received a 92.22% validation score from material experts and a 90.56% (very feasible) validation score from educational technology experts, according to the results. Lecturers scored 94.44% on practicality assessments, while students scored 90.12% (very practical). Students' comprehension of green chemistry, sustainable project implementation, and connections to actual environmental challenges were all bolstered by the program. To sum up, the AR-assisted S-PjBL green chemistry program is very realistic and useful for educating aspiring chemistry teachers. According to the results, combining S-PjBL with AR improves student engagement, fortifies 21st-century abilities, increases knowledge of green chemistry, and promotes high-quality education.

Review

This study presents a timely and highly relevant contribution to the field of chemistry education, specifically addressing the critical need for engaging and effective pedagogical approaches in green chemistry for pre-service teachers. The premise that a lack of interactive and contextual teaching materials limits the application of green chemistry in higher education is well-founded, making the objective of developing a module incorporating Sustainable Project-Based Learning (S-PjBL) and Augmented Reality (AR) particularly commendable. The chosen approach promises to bridge the gap between abstract concepts and practical, real-world applications, fostering environmental awareness and sustainable attitudes among future educators. The methodology employed, utilizing the ADDIE development model with a purposive sample of pre-service teachers, appears robust for a development study. The strong validation scores from both material (92.22%) and educational technology experts (90.56%), categorized as "very feasible," provide compelling evidence for the module's quality and design integrity. Furthermore, the high practicality assessments from both lecturers (94.44%) and students (90.12%), deemed "very practical," underscore the module's usability and acceptance in an educational setting. The reported benefits – improved student comprehension, enhanced sustainable project implementation, and strengthened connections to environmental challenges – highlight the potential for significant learning outcomes and the development of crucial 21st-century skills. Overall, the findings strongly support the conclusion that the AR-assisted S-PjBL green chemistry program is both realistic and highly useful for educating aspiring chemistry teachers. This work offers a compelling model for integrating cutting-edge technology with sustainable pedagogical frameworks to address complex educational challenges. While the abstract effectively outlines the development and initial validation, future research could explore the long-term impact of this module on the actual teaching practices of pre-service teachers once they enter the classroom, as well as a more detailed analysis of how specific AR features contributed to demystifying abstract green chemistry concepts. This innovative approach holds significant promise for promoting high-quality education and cultivating environmentally responsible professionals.

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