Identification of Chemistry Learning Before, During, and After the Pandemic

Abstract

This study aims to answer how the impact of the pandemi on learning outcomes, IT mastery, material mastery and teacher creativity in chemistry lessons before, during and after the Covid 19 pandemi. Researchers used a qualitative approach with a field research design or grounded theory design by applying a descriptive method. Methods of data collection is done by conducting questionnaires, interviews and using a list of values. Questionnaire result data were analyzed descriptively using frequency tables. These results are used as a reference in collecting data through interviews. Interviews were carried out repeatedly until data saturation was obtained. The results of the interview transcripts were then analyzed using open coding and taking notes. Open coding results are grouped according to category. The categories obtained are then compared to look for relationships between categories. This was also carried out by re-checking the results of the questionnaire and list of values in order to obtain results that corroborate previous research. The results of the study corroborate Christensen's theory of disruptive innovation where to overcome disruption in chemistry learning, teachers and students take action by increasing mastery of information technology, teachers also increase creativity in learning chemistry. The creativity of teachers in chemistry learning includes making learning videos (equalizing reaction equations, chemical stoichiometry, nomenclature of hydrocarbon compounds, geometric isomers), practical video tutorials (identification of acids and bases, buffer solutions, hydrolysis of salts), using flasher applications (titrations, thermochemistry, flames, voltaic cells), as well as utilizing materials at home such as materials for making isomers using plasticine, identifying acids-bases with natural indicators, making batteries using fruits, metal plating using bathroom cleaners. In line with Piaget's constructivism learning theory that the procedural dimension is more meaningful if it is done by doing practicum compared to watching videos. After the pandemic, the video was needed to help students make it easier to understand procedures when practicing in the laboratory. Chemistry understanding in conceptual and procedural dimensions during online learning has decreased.

Keywords: the impact of the pandemic, learning, chemistry, learning outcomes, mastery of technology, teacher creativity

DOI: 10.7176/JEP/14-21-03

Publication date:July 31^st 2023