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Interactive Multimedia and Contextual Teaching in Chemical Bonding: A Systematic Review of Motivation and Conceptual Understanding Nisa Putri Utami; Erfan Priyambodo
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8217

Abstract

Chemical bonding is one of the chemistry topics that is abstract in nature and often causes learning difficulties and misconceptions among students. Interactive multimedia combined with the Contextual Teaching and Learning (CTL) approach has the potential to help students understand concepts while increasing their learning motivation. This study aims to examine the role of CTL-based interactive multimedia in improving students' learning motivation and conceptual understanding of chemical bonding, as well as its implications for the development of chemistry e-magazines. This study employed a Systematic Literature Review (SLR) method following the PRISMA guidelines. Articles were retrieved from the Scopus, ScienceDirect, ERIC, and Google Scholar databases published between 2016 and 2025. Of the 304 records identified, 273 remained after removing 31 duplicates. Following screening, 62 reports were sought for retrieval, of which 12 could not be retrieved. Subsequently, 50 reports were assessed for eligibility, resulting in 17 included articles comprising 13 primary studies and 4 systematic reviews. The findings indicate that CTL-based interactive multimedia can enhance learning motivation through the presentation of engaging, interactive, and contextual learning materials. In addition, interactive multimedia helps students understand abstract chemical bonding concepts through clearer visualizations, thereby improving conceptual understanding and reducing misconceptions. The findings also suggest that e-magazines have the potential to become effective learning media because they can integrate interactive multimedia elements and contextual approaches within a flexible and easily accessible platform
Chemistry Online Course: Its Implementation for Preservice Chemistry Teachers’ Profile of Collaboration Skills and Communication Confidence Metridewi Primastuti; Erfan Priyambodo; Das Salirawati
Jurnal Zarah Vol. 13 No. 2 (2025): October, 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/zarah.v13i2.7647

Abstract

This study seeks to reveal the profile of collaboration skills (CS) and communication confidence (CC) of pre-service chemsitry teacher (PCT). Designed as a descriptive quantitative study, convenience sampling technique was adopted for this study. A total of 26 PCTs were involved as research samples. Data were obtained through two closed-ended questionnaires: the Collaborative Skill Questionnaire (CS-Q) and the Communication Confidence Questionnaire (CC-Q). Descriptive statistics were used to analyze the profile levels of the PCT-CS and PCT-CC. The level criteria were divided into five categories. Based on these results, the PCT-CS was generally at a good level. Meanwhile, the PCT-CC level was sufficient. Based on the research results that have gone through the data analysis stage, learning activities need to implement methods that are capable of training PCT-CS and PCT-CC such as collaborative learning methods.