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All Journal Meta: Journal of Science and Technological Education
Harahap, Iza
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Education Social Sciences Other

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Comprehensive Analysis of Challenges and Opportunities for Chemistry Education Students: A Case Study of the 2024 Cohort Pasaribu, Elida; Harahap, Iza; Marbun, Nova Fajria; Ravisa; Lumbangaol, Rosa; Daulay, Rabiah Afifah
META: Journal of Science and Technological Education Vol. 3 No. 2 (2024)
Publisher : Aspirasi Masyarakat Intelektual Islam Nusantara

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The rapid advancements in science and technology have transformed the educational landscape, presenting new challenges and opportunities for prospective educators. This study examines the demographic profile, technological gaps, and conceptual challenges faced by Chemistry Education students of the 2024 cohort at a higher education institution, especially in Universitas Negeri Medan. A mixed-methods approach was used, combining quantitative data analysis of 198 students with qualitative insights from surveys and interviews. Results indicate significant gender disparities, with female students forming the majority (26 Males and 172 Females), and highlight deficiencies in technological proficiency and conceptual understanding among students. The study concludes with actionable strategies, including targeted technological training, curriculum reform to incorporate project-based learning, and soft skills development, aimed at equipping students to excel as innovative and effective educators.
The Effect of Learning Methods on Student Participation and Achievement in Chemistry Education Sinaga, Dewi Agustina; Harahap, Iza; Marbun, Nova Fajria; Ravisa; Sazkia; Samosir, Rafidah Almira
META: Journal of Science and Technological Education Vol. 4 No. 2 (2025)
Publisher : Aspirasi Masyarakat Intelektual Islam Nusantara

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This study analyzes the role of various instructional methods in enhancing student engagement and academic achievement in chemistry learning. The research employed a qualitative descriptive approach using a literature review design that examined findings from peer-reviewed journal articles, classroom action research, and educational reports. The synthesis of the reviewed studies indicates that student-centered instructional methods, particularly Project-Based Learning (PBL) and collaborative learning, consistently lead to higher levels of participation, conceptual comprehension, and overall learning outcomes. Meanwhile, teacher-centered lecture methods tend to result in lower engagement and weaker retention. The review also shows that combining multiple instructional strategies allows teachers to respond more effectively to differences in learners’ needs, characteristics, and learning objectives. The research concludes that blended instructional approaches that integrate project-based, collaborative, and reflective learning activities create more interactive and meaningful chemistry learning environments, while also supporting the development of essential twenty-first-century competencies.
Co-Authors Lumbangaol, Rosa Marbun, Nova Fajria Pasaribu, Elida Rabiah Afifah Daulay Ravisa Samosir, Rafidah Almira Sazkia Sinaga, Dewi Agustina