Effects of Multimedia Interactivity on Spatial Task Learning Outcomes. The Application and Perspective of Multimedia Technology in Chemistry Experimental Instruction in China. Chemical Education Research and Practise, 12(3), 331–343. The Acquisition of Stereochemical Knowledge by Algerian Students Intending to Teach Physical Sciences. Boukhechem, M.-S., Dumon, A., & Zouikri, M. Journal of Chemical Education, 61(8), 666. Pengaruh Pembelajaran Penemuan Terbimbing Berbantuan Multimedia terhadap Pemahaman Materi Simetri Mahasiswa dengan Kemampuan Spasial yang Berbeda. In particular, relevant studies in stereochemistry teaching is also discussed. Thirty-three relevant papers in various topics, including stereochemistry, symmetry, chemical bonding, law conservation of matter, and others, were found and discussed. This paper describes previous studies regarding the use of multimedia or virtual model and concrete model to improve students’ understanding of chemistry. Thus, the Development Product is declared feasible and acceptable from the aspect of validity and practicality. The implementation of the stages of the M-PBL strategy is carried out as a whole with high category student activities. Testing the practicality of the M-PBL strategy based on the perceptions of two lecturers was 100% giving a positive response, while the student's perception was 94.6% giving a positive response. The results of testing the validity of the development product (M-PBL Strategy Design and its tools), it was found that all products were in the very high category. The instruments used are: 1) M-PBL Strategy Design validation sheet and its tools (Lesson Plan, Worksheet, and ability assessment 2) lecturer and student perception questionnaires and observation sheets on the implementation of M-PBL Strategy to test the practicality of the product. The research subjects were three experts, two Basic Chemistry lecturers, and 35 students of the Chemistry Education Study Program, FMIPA UNM even semester of the 2020/2021 academic year. 2) Testing the validity and practicality of the M-PBL strategy. This study aims to: 1) describe the stages of developing the M-PBL Strategy with the ADDIE pattern (Analyze, Design, Develop, Implementation, and Evaluate). This study found that 50% of students hold misconceptions about acid-base theories, 59% in acid-base indicators, 55% in acid-base ionization constant, 58% in pH, 55% in the calculation of pH and 51.9% in pH concepts in the environment.
The students' answers from the test were then analyzed and categorized into understanding concepts, not understanding concepts, and misconceptions. The identification of misconceptions used a four-tier diagnostic test instrument with 20 items. The subjects of this study consisted of 108 students of class XII MA Matholi'ul Anwar. The method used in this research is descriptive quantitative. This study aimed to describe the misconceptions that occur in acid-base material and determine the large percentage of students who experience misconceptions. If the students' misconceptions are left unattended and not immediately identified, there will be ongoing misconceptions.
Students often have difficulty understanding acid-base material, so it has the potential to cause misconceptions. The results showed that: 1) the implementation of online chemistry lectures was going well, 2) the interaction between lecturers and students and between students was going well, 3) the platforms used were varied and according to their benefits, 4) teaching materials were presented with quality, understanding the material is quite good and the majority of student learning outcomes are in a constant range until it increases, 5) technical constraints of lectures such as signal, cellular data, other activities outside of lectures, and 6) practicum courses cannot be carried out properly because the video provided is not suitable practicum guide. This quantitative descriptive study uses a survey method through a questionnaire conducted online with the help of Google Forms. The subjects of this study consisted of 65 chemistry education students for the academic year 2020/2021. This study aims to analyze the implementation of online chemistry lectures by both students and lecturers in the 2020/2021 academic year. The teaching implementation that was originally face-to-face has been transferred to online learning or distance learning. Education is one of the sectors affected by the covid-19 virus.