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All Journal Jurnal Tadris Kimiya Hydrogen: Jurnal Kependidikan Kimia
Salsabila, Syifa Ayugea
Unknown Affiliation
Chemistry Education

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Trends in Integrating Green Chemistry and Sustainability into Chemistry Education Salsabila, Syifa Ayugea; Hernani, Hernani
Jurnal Tadris Kimiya Vol 10 No 1 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i1.44007

Abstract

The growing urgency of environmental challenges has emphasized the importance of integrating green chemistry and sustainability concepts into chemistry education. Green chemistry provides a framework for promoting environmentally responsible scientific practices, while sustainability fosters long-term thinking and ethical decision-making among learners. This study aims to analyze recent trends in the integration of green chemistry and sustainability in chemistry learning contexts. A Systematic Literature Review (SLR) was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Twenty peer-reviewed articles published within the last six years and indexed in Scopus and Science and Technology Index (SINTA) were selected from databases including Google Scholar, Education Resources Information Center (ERIC), and Multidisciplinary Digital Publishing Institute (MDPI). The findings indicate that integrating green chemistry and sustainability enhances students' knowledge, interest, and motivation to adopt environmentally responsible attitudes and practices. Despite these benefits, the integration process faces several challenges, such as limited instructional resources, lack of pedagogical strategies, and insufficient contextualization. The study also highlights various effective strategies for implementation, including the use of student worksheets, multimedia tools, and ethnoscience-based approaches that align chemistry learning with local cultural contexts. These insights contribute to the development of more responsive and sustainable chemistry education models, aligning science instruction with global environmental goals and promoting pro-environmental behaviors among future scientists.
Science Literacy Profile of High School Students: Implications of PBL Didactic Design on the Topic of Microplastics Salsabila, Syifa Ayugea
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026 (In Press)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.18622

Abstract

This study aims to analyze the science literacy profile of high school students following the implementation of a didactic problem-based learning (PBL) design on the topic of microplastics. This study adopted a Didactical Design Research (DDR) methodology involving 36 high school students from Sukabumi Regency as the research sample. The selection of the participants was made to create a supportive environment for the implementation and assessment of the didactic design that had been developed. To accumulate data regarding students' scientific literacy, the assessment instruments that were designed following the PISA science framework were used. Students were tested in their capacity to give explanations for scientific phenomena, to assess and create scientific investigations, and to decipher scientific data. The teachers using these instruments then analyzed the scientific literacy data to ascertain the impact of the PBL-based didactic design. The research results indicate that the students ability to explain scientific phenomena was very strong but the ability to evaluate investigations and interpret data was rather moderate and therefore needed further support. These findings signify that the didactic PBL design facilitates students’ science literacy in learning the connection of scientific concepts with real-world problems, however, the refinement of the learning activities is necessary in order to maximize the development of higher-order evaluative and analytical skills.
Co-Authors HERNANI -