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All Journal Jurnal Pijar MIPA LAVOISIER: Chemistry Education Journal LAVOISIER: Chemistry Education Journal
Aljarmi, Abtisam
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Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics Social Sciences Other

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Enhancing Students Understanding of Hybridization in Organic Compounds through a Flipped Classroom Approach Combined with Game-Based Learning Baroud, Najah; Aljarmi, Abtisam
Jurnal Pijar Mipa Vol. 20 No. 3 (2025)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i3.8725

Abstract

This study investigates how effective it is to combine flipped classroom and game-based learning strategies for teaching the intricate subject of hybridization in organic chemistry for the third semester of Chemistry Department students, Faculty of Education, University of Zawia, academic year 2024-2024. The research involves 60 participants, who are split into two groups: a main group (MG), which was taught using the combined approach of flipped classroom and game-based learning, and a comparison group (CG), which received conventional instruction. The MG was provided with pre-class instructional videos and PowerPoint slides, which were later reinforced through engaging activities in class, including competitive games aimed at applying the concepts learned. A post-test assessing memorization and understanding of hybridization concepts indicated that the MG surpassed the CG in both aspects. The MG obtained an overall score of 73.51% on memorisation questions, in contrast to the CG's 65.00%. The Percentage gap was 8.51%. For comprehension questions, the MG achieved an impressive 85.15%, while the CG managed only 48.95%. Percentage gap 36.2%.The results indicate that the combined strategies are effective in promoting a deep comprehension of the material. Moreover, qualitative responses from a questionnaire revealed a pronounced preference for the flipped classroom and game-based learning methods, as students noted enhanced engagement and understanding. This research underscores how innovative teaching methods can enhance the quality of chemistry education, stressing that interactive and adaptable learning environments are crucial for student success. Moreover, the study recommends employing such methods in chemistry education to enhance learning outcomes and boost student motivation.
AI Applications in Chemistry Education: Student Engagement, Learning Outcomes, and Practical Insights Dokali, Naziha Al; Aljarmi, Abtisam; Baroud, Najah
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17475

Abstract

This study examines the role of artificial intelligence (AI) applications in enhancing chemistry education at the University of Zawia, Libya, with a focus on student engagement and learning outcomes in both theoretical and practical contexts. Despite the increasing adoption of AI tools in higher education, empirical evidence on their effectiveness across instructional domains remains limited. A mixed-methods approach was employed, with quantitative data collected from 88 undergraduate chemistry students using a structured questionnaire and qualitative insights obtained through semi-structured interviews. The results indicated no statistically significant difference between students’ perceptions of AI use in theoretical and practical chemistry learning (ANOVA: F = 1.76, p = 0.186; t-test: t = −1.33, p = 0.186), suggesting that AI is perceived as equally supportive in both domains. In theoretical learning, AI contributed to clarifying complex concepts (26.7%), enhancing motivation (20%), and supporting problem-solving (13.3%). In practical settings, 76% of students reported improved understanding of laboratory procedures, 98% emphasized reduced chemical waste or resource limitations, and 13.4% indicated the use of virtual experiments. Additionally, 87% of students reported improved academic performance, 57% noted compensation for missed or weak lectures, and 88% supported the formal integration of AI into chemistry curricula. Qualitative findings showed that effective AI use increased with academic level, underscoring the importance of early and structured training. The study concludes that systematic integration of AI tools into chemistry curricula, supported by targeted workshops and guided instructional use, can enhance conceptual understanding, laboratory competence, and overall academic performance.
AI Applications in Chemistry Education: Student Engagement, Learning Outcomes, and Practical Insights Dokali, Naziha Al; Aljarmi, Abtisam; Baroud, Najah
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17475

Abstract

This study examines the role of artificial intelligence (AI) applications in enhancing chemistry education at the University of Zawia, Libya, with a focus on student engagement and learning outcomes in both theoretical and practical contexts. Despite the increasing adoption of AI tools in higher education, empirical evidence on their effectiveness across instructional domains remains limited. A mixed-methods approach was employed, with quantitative data collected from 88 undergraduate chemistry students using a structured questionnaire and qualitative insights obtained through semi-structured interviews. The results indicated no statistically significant difference between students’ perceptions of AI use in theoretical and practical chemistry learning (ANOVA: F = 1.76, p = 0.186; t-test: t = −1.33, p = 0.186), suggesting that AI is perceived as equally supportive in both domains. In theoretical learning, AI contributed to clarifying complex concepts (26.7%), enhancing motivation (20%), and supporting problem-solving (13.3%). In practical settings, 76% of students reported improved understanding of laboratory procedures, 98% emphasized reduced chemical waste or resource limitations, and 13.4% indicated the use of virtual experiments. Additionally, 87% of students reported improved academic performance, 57% noted compensation for missed or weak lectures, and 88% supported the formal integration of AI into chemistry curricula. Qualitative findings showed that effective AI use increased with academic level, underscoring the importance of early and structured training. The study concludes that systematic integration of AI tools into chemistry curricula, supported by targeted workshops and guided instructional use, can enhance conceptual understanding, laboratory competence, and overall academic performance.
Co-Authors Baroud, Najah Dokali, Naziha Al