A Green Electrochemistry Experimental Kit: Student’s Achievements on Lectrofun 2.0

A. M. Sharif, S. W. Ong, N. A. Rahim, T. T. Lee, S. Mustafar, M. S. Rosmi, M. Z. Mahmood, M. Nuswowati

Abstract

The study aimed at developing and evaluating a simple green electrochemistry experimental kit named Lectrofun 2.0. Lectrofun 2.0 is an educational kit equipped with a module built with the criteria of user-friendly, costeffective, and laboratory free. The basic concept of electrochemistry was introduced through a guided learning approach via the module. The objectives of this research were to (1) develop Lectrofun 2.0 module using green chemicals, recyclable and easily accessible materials and (2) evaluate the module effectiveness in terms of student achievement/understanding of the Electrochemistry topic. This is a Design and Development Research (DDR) using the ADDIE model as an instructional design model. The development phase involves the first objective of the study, while the evaluation phase involves the second objective. Total of 46 respondents of pre-post tests were involved in evaluating effectiveness of Lectrofun 2.0 in terms of student achievement/understanding of the topic. The findings showed that 73.9% of students from the treatment group showed 4-grade increment (from grade E to grade A). This study showed that Lectrofun 2.0 has a significant impact on enhancing learner comprehension of Electrochemistry topic, enjoyment in learning, and learning to care for the environment.

Keywords

green electrochemistry; chemistry; STEM education; teaching aid; soft skill

Full Text:

PDF

References

Adnan, M., Ayob, A., Tek, O. E., Ibrahim, M. N.,mIshak, N., & Sheriff, J. (2017). Memperkasa Pembangunan Modal Insan Malaysia di Peringkat Kanak-kanak: Kajian Kebolehlaksanaan dan Kebolehintegrasian Pendidikan STEM dalam Kurikulum PERMATA Negara (Enhancing Malaysian Human Capital from

Early Childhood: A Study in The Feasibility and Integratability of the STEM System in The PERMATA Negara curriculum). Geografia-Malaysian Journal of Society and Space, 12(1), 29-36.

Akram, M., Surif, J. B., & Ali, M. (2014). Conceptual difficulties of secondary school students in electrochemistry. Asian Social Science, 10(19), 276-281.

Azman, M. N. A., Sharif, A. M., Parmin, B. B., Yaacob, M. I. H., Baharom, S., Zain, H. H. M., Muthalib, F. H. A., & Samar, N. (2018). Retooling science teaching on stability topic for STEM education: Malaysian case study. Journal of Engineering Science and Technology, 13(10), 3116-3128.

Bong, A. Y. L., & Lee, T. T. (2016). Form four students’ misconceptions in electrolysis of molten compounds and aqueous solutions. Asia-Pacific Forum on Science Learning & Teaching, 17(1), 8.

Chua, Y. P. (2006). Kaedah dan Statistik Penyelidikan. Kuala Lumpur, Malaysia: McGraw-Hill Education.

Collins, T. J. (2017). Review of the twenty-three year evolution of the first university course in green chemistry: Teaching future leaders how to create sustainable societies. Journal of Cleaner Production, 140(Part 1), 93-110.

Danjou, P. E. (2020). Distance teaching of organic chemistry tutorials during the COVID-19 pandemic: Focus on the use of videos and social media. Journal of Chemical Education, 97(9),

-3171.

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education: A systematic literature review. Thinking Skills and Creativity, 8,

-91.

Dow, N., Wass, V., Macleod, D., Muirhead, L., & McKeown, J. (2020). ‘GP Live’-recorded General Practice consultations as a learning tool for junior medical students faced with the COVID-19 pandemic restrictions. Education for Primary Care, 31(6), 377-381.

Doymus, K., Karacop, A., & Simsek, U. (2010). Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry. Educational Technology Research and Development, 58(6), 671-691.

Everett, D. (2017, June 16). Practical electrolysis. Retrived from https://eic.rsc.org/cpd/practicalelectrolysis/3007573.article

Fontana, M. T. (2020). Gamification of ChemDraw during the COVID-19 Pandemic: Investigating How a Serious, Educational-Game Tournament (Molecule Madness) Impacts Student Wellness and Organic Chemistry Skills while Distance Learning. Journal of Chemical Education, 97(9), 3358-3368.

Fox, M. F., Werth, A., Hoehn, J. R., & Lewandowski, H. J. (2020). Teaching labs during a pandemic: Lessons from Spring 2020 and an outlook for the future. arXiv preprint arXiv:2007.01271.

Hawkins, I., & Phelps, A. J. (2013). Virtual laboratory vs. traditional laboratory: Which is more effective for teaching electrochemistry?. Chemistry Education Research and Practice, 14(4), 516-523.

Jannah, M., Halim, L., Meerah, T. S. M., & Fairuz, M. (2013). Impact of environmental education kit on students’ environmental literacy. Asian Social Science, 9(12), 1-12.

Johnstone, A. H. (1993). The development of chemistry teaching: A changing response to changing demand. Journal of Chemical Education, 70(9), 701-705.

Kementerian Pendidikan Malaysia. (2018). Kurikulum Standard Sekolah Menengah: Kimia. Dokumen Standard Kurikulum dan Pentaksiran Tingkatan 4 dan 5. Putrajaya, Malaysia: Bahagian Pembangunan Kurikulum

Kuntzleman, T. S. (2019). Electrochemistry with simple materials to create designs and write messages. Journal of Chemical Education, 96(6), 1178-1181.

Kolb, D. (1984). Experiential learning: Experience as the

source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Kurniawan, R. A., Kurniasih, D., & Jukardi. (2017). Board and card games for studying electrochemistry: Preliminary research and early design. AIP Conference Proceedings, 1911(020003),

-6.

Lin, Y., Zhao, H., Yu, F., & Yang, J. (2018). Design of an extended experiment with electrical double layer capacitors: Electrochemical energy storage devices in green chemistry. Sustainability, 10(10), 3630-3639.

Lo, C. C. (2010). How student satisfaction factors affect perceived learning. Journal of the Scholarship of Teaching and Learning, 10(1), 47-54.

Low, S. N., Lim, Y. C., Eng, N. H., Lim, E. W., & Ahmad, U. K.(2016). Kimia tingkatan 4. Petaling Jaya, Malaysia: Abadi Ilmu.

Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 Pandemic. International Journal of Management and Applied Research, 7(2), 184-195.

Osman, K., & Lee, T. T. (2014). Impact of interactive multimedia module with pedagogical agents on students’ understanding and motivation in the learning of electrochemistry. International Journal of Science and Mathematics Education, 12(2), 395-421.

Permanasari, A., Rubini, B., & Nugroho, O. F. (2021). STEM Education in Indonesia: Science Teachers’ and Students’ Perspectives. Journal of Innovation in Educational and Cultural Research, 2(1), 7-16.

Riley, J. G., & Jones, R. B. (2010). Acknowledging learning through play in the primary grades. Childhood Education, 86(3), 146-149.

Robertson, M. (2017, March 1), Lab Upgrades to Attract More Science Students. Malaymail, pp. 1. Retrived from https://www.malaymail.com/news/malaysia/2017/03/01/lab-upgrades-toattract-more-science-students/1325303

Sharif, A. M., Azman, M. N. A., Balakrishnan, B., Yaacob, M. I. H., & Zain, H. H. M. (2018). The development and teachers’ perception on electromagnet teaching aid: Magnobolt. Jurnal

Pendidikan IPA Indonesia, 7(3), 252-258.

Smith, C., & Watson, J. (2019). Does the rise of STEM education mean the demise of sustainability education?. Australian Journal of Environmental Education, 35(1), 1-11.

Tan, S. Y., Hölttä-Otto, K., & Anariba, F. (2019). Development and implementation of design-based learning opportunities for students to apply electrochemical principles in a designette. Journal of Chemical Education, 96(2), 256-266.

UNESCO. (2020, April 30). New Guidelines Provide Roadmap for Safe Reopening of schools. Retrieved from https://en.unesc o.org/news/new-guidelines-provide-roadmap-safe-reopeningschools

WHO. (2020, June 1). WHO Coronavirus Disease

(COVID-19) Dashboard. Retrieved from https://covid19.who.int/

Yang, X., Zhang, M., Kong, L., Wang, Q., & Hong, J. C. (2020). The effects of Scientific Self-efficacy and Cognitive Anxiety on Science engagement with the “Question-Observation-Doing-Explanation†Model during school disruption in COVID-19 pandemic. Journal of Science Education and Technology, 1-14.

Yustina, Y., Syafii, W., & Vebrianto, R. (2020). The effects of blended learning and Project-Based Learning on pre-service Biology teachers’ creative thinking skills through online learning in the Covid-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(3), 408-420.

Refbacks

  • There are currently no refbacks.