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All Journal Buletin Ilmiah Sarjana Teknik Elektro Control Systems and Optimization Letters
Hajidah Salsabila Allissa Fitri
Yogyakarta State University
Aerospace Engineering Automotive Engineering Computer Science & IT Control & Systems Engineering Electrical & Electronics Engineering Engineering

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Mapping the Role of Electrochemistry in Advancing Sustainable Development through Chemistry Education Hajidah Salsabila Allissa Fitri; Alfian Ma'arif; Salman Rashid; Davira Oxana Kalyazifa; Rasamimanana Joronavalona
Control Systems and Optimization Letters Vol 4, No 1 (2026)
Publisher : Peneliti Teknologi Teknik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59247/csol.v4i1.313

Abstract

The integration of electrochemistry and sustainable development has gained increasing scholarly attention in response to global energy transitions and sustainability agendas. This study maps the evolution, intellectual structure, and emerging themes of research at the intersection of electrochemistry, sustainable development, and chemistry education using a bibliometric approach. A total of 2,204 publications indexed in Scopus between 2000 and 2026 (with 2026 data limited to publications available up to February) were analyzed using Biblioshiny and VOSviewer. The results show a sharp increase in publication output after 2018, reflecting growing interest in sustainability-oriented electrochemical research. Research productivity and citation impact are concentrated in countries such as China and the United States, as indicated by publication counts and citation metrics. Thematic analyses reveal that dominant research areas are driven by technological domains, particularly lithium ion batteries, hydrogen production, electrocatalysis, and machine learning applications. Overlay and trend analyses further indicate the recent expansion of data-driven approaches in electrochemical research. However, only a limited proportion of publications explicitly address educational perspectives, indicating that pedagogical constructs remain peripheral within the field. In this study, transformative educational perspectives refer to approaches that integrate sustainability competencies, systems thinking, and real world problem solving into chemistry learning. The findings suggest a growing imbalance between rapid technological advancement and relatively limited pedagogical integration. This study provides a structured overview of research development and highlights the need for stronger alignment between electrochemical innovation and sustainability-oriented chemistry education.
Exploring Teachers' Perspectives on Culturally Responsive Teaching in Stoichiometry Learning Oriented to Green Chemistry Hajidah Salsabila Allissa Fitri; Antuni Wiyarsi; Hayuni Retno Widarti; Sri Yamtinah; Yunilia Nur Pratiwi
Buletin Ilmiah Sarjana Teknik Elektro Vol. 7 No. 4 (2025): December
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/biste.v7i4.14520

Abstract

This study explores high school chemistry teachers’ perceptions of culturally responsive teaching (CRT) in stoichiometry learning with an orientation toward green chemistry principles. CRT provides a framework for integrating local culture, while green chemistry oriented highlights sustainability in learning abstract topics such as stoichiometry. This qualitative descriptive study involved nine Indonesian chemistry teachers selected purposively from active high school chemistry teachers familiar with stoichiometry and green chemistry. Although the sample size was limited, it provided data saturation and in-depth insights from teachers’ experiences. Data were collected through an open-ended questionnaire covering seven aspects, including teachers’ understanding of CRT, integration of local culture and green chemistry orientation in stoichiometry teaching, and perceived needs. Thematic analysis identified six themes related to teaching barriers, instructional practices, teachers’ CRT understanding, cultural integration, green chemistry orientation, and professional development needs. While teachers expressed strong support for CRT with a green chemistry orientation, implementation remains limited by structural and pedagogical constraints. The study underscores the importance of targeted support to empower teachers in fostering culturally responsive and sustainability-oriented chemistry learning, while acknowledging limitations related to the Indonesian context and the potential for social desirability bias in self-reported data.
Co-Authors Alfian Ma’arif Antuni Wiyarsi Davira Oxana Kalyazifa Hayuni Retno Widarti Rasamimanana Joronavalona Salman Rashid Sri Yamtinah Yunilia Nur Pratiwi