•  
  •  
 

Jurnal Inovasi Pendidikan IPA

Keywords

curriculum, learning activity, organic chemistry course, technology

Document Type

Article

Abstract

Organic chemistry is a compulsory course for both science and science education students. Therefore a proper course design is needed to ease the understanding of the concepts considered difficult in terms of learning activities, application of technology, and innovation in the curriculum structure. Various studies have been carried out to solve problems in organic chemistry courses, with the majority focused on concept mastery due to students' difficulty. Furthermore, their thinking skills need to be improved after graduating from the university in accordance with the 21st century, which is associated with the application of technology and curriculum modification. The results showed that most studies in organic chemistry courses focused on improving students' concept, understanding, and thinking abilities. Therefore, little application of technology and curriculum modification is still needed in the innovation of organic chemistry courses, especially in applying technology. In conclusion, courses related to organic chemistry still need innovation, especially in the application of technology. This research can serve as a reference for developing organic chemistry learning in the future.

First Page

247

Last Page

256

Page Range

247-256

Issue

2

Volume

6

Digital Object Identifier (DOI)

10.21831/jipi.v6i2.38094

Source

https://journal.uny.ac.id/index.php/jipi/article/view/38094

References

Ahn, K. (2019). A teaching model for undergraduate students. International Journal of Higher Education, 8(3), 29. https://doi.org/10.5430/ijhe.v8n3p29

Al-Salihi, F. G., & Alobaidi, A. H. A. (2018). Problem based learning (PBL) in organic chemistry. International Journal of Medical Sciences, 1(2), 64-70.

Alsubaie, M. A. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice, 7(9), 106-107.

Angelini, G., & Gasbarri, C. (2018). Learning organic chemistry day by day: The best choice of the best pharmacy students. Currents in Pharmacy Teaching and Learning, 10(6), 795-802. https://doi.org/10.1016/j.cptl.2018.03.003

Austin, A. C., Ben-Daat, H., Zhu, M., Atkinson, R., Barrows, N., & Gould, I. R. (2015). Measuring student performance in general organic chemistry. Chemistry Education Research and Practice, 16(1), 168-178. https://doi.org/10.1039/c4rp00208c

Bell, P. T., Martinez-Ortega, B. A., & Birkenfeld, A. (2020). Organic chemistry i cassino: A card game for learning functional group transformations for first-semester students. Journal of Chemical Education, 97(6), 1625-1628. https://doi.org/10.1021/acs.jchemed.9b00995

Betancourt-Pérez, R., Rodríguez, J., & Muñoz-Hernández, L. (2020). Homing in on the capabilities that are most predictive of student success in the first semester of organic chemistry. Journal of Chemical Education, 97(3), 635-642. https://doi.org/10.1021/acs.jchemed.9b00568

Bhattacharyya, G., & Bodner, G. M. (2014). Culturing reality: How organic chemistry graduate students develop into practitioners. Journal of Research in Science Teaching, 51(6), 694-713. https://doi.org/10.1002/tea.21157

Bodé, N. E., & Flynn, A. B. (2016). Strategies of successful synthesis solutions: mapping, mechanisms, and more. Journal of Chemical Education, 93(4), 593-604. https://doi.org/10.1021/acs.jchemed.5b00900

Broman, K., & Johnels, D. (2019). Flipping the class - University chemistry students' experiences from a new teaching and learning approach. Chemistry Teacher International, 1(1), 1-8. https://doi.org/10.1515/cti-2018-0004

Camarca, M., Heuett, W., & Jaber, D. (2019). CHEMCompete-II : An organic chemistry card game to differentiate between substitution and elimination reactions of alcohols. Journal of Chemical Education, 96(11), 2535-2539. https://doi.org/10.1021/acs.jchemed.9b00486

Canelas, D. A., Hill, J. L., & Novicki, A. (2017). Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills. Chemistry Education Research and Practice, 18(3), 441-456. https://doi.org/10.1039/C7RP00014F

Carneiro, G., Parulekar, T., Shridhar, G., & Ladage, S. (2016). Experimenting with the teaching of organic chemistry - the process-oriented guided inquiry learning way. Current Science, 111(7), 1152-1155. https://doi.org/10.18520/cs/v111/i7/1152-1155

Caspari, I., Weinrich, M. L., Sevian, H., & Graulich, N. (2018). This mechanistic step is "productive": organic chemistry students' backward-oriented reasoning. Chemistry Education Research and Practice, 19(1), 42-59. https://doi.org/10.1039/c7rp00124j

Christiansen, M. A. (2014). Inverted teaching: Applying a new pedagogy to a university organic chemistry class. Journal of Chemical Education, 91(11), 1845-1850. https://doi.org/10.1021/ed400530z

Cooper, M. M., Stowe, R. L., Crandell, O. M., & Klymkowsky, M. W. (2019). Organic chemistry, life, the universe and everything (OCLUE): A transformed organic chemistry curriculum. Journal of Chemical Education, 96(9), 1858-1872. https://doi.org/10.1021/acs.jchemed.9b00401

Cormier, C., & Voisard, B. (2018). Flipped classroom in organic chemistry has significant effect on students' grades. Frontiers in ICT, 4(JAN), 1-15. https://doi.org/10.3389/fict.2017.00030

Crandell, O. M., Lockhart, M. A., & Cooper, M. M. (2020). Arrows on the page are not a good gauge: evidence for the importance of causal mechanistic explanations about nucleophilic substitution in organic chemistry. Journal of Chemical Education, 97(2), 313-327. https://doi.org/10.1021/acs.jchemed.9b00815

Crimmins, M. T., & Midkiff, B. (2017). High structure active learning pedagogy for the teaching of organic chemistry: assessing the impact on academic outcomes. Journal of Chemical Education, 94(4), 429-438. https://doi.org/10.1021/acs.jchemed.6b00663

Dangelo, J. G. (2014). Use of screen capture to produce media for organic chemistry. Journal of Chemical Education, 91(5), 678-683. https://doi.org/10.1021/ed300649u

Davidowitz, B., & Potgieter, M. (2016). Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry. International Journal of Science Education, 38(9), 1483-1503. https://doi.org/10.1080/09500693.2016.1196843

Ealy, J. (2018). Analysis of students' missed organic chemistry quiz questions that stress the importance of prior general chemistry knowledge. Education Sciences, 8(2), 1-13. https://doi.org/10.3390/educsci8020042

Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: Is it effective? Chemistry Education Research and Practice, 16(1), 179-186. https://doi.org/10.1039/c4rp00230j

Fellicious, C. (2018). Transfer learning and organic computing for autonomous vehicles. https://arxiv.org/abs/1808.05443

Finotto, S., Carpanoni, M., Turroni, E. C., Camellini, R., & Mecugni, D. (2013). Teaching evidence-based practice: Developing a curriculum model to foster evidence-based practice in undergraduate student nurses. Nurse Education in Practice, 13(5), 459-465. https://doi.org/10.1016/j.nepr.2013.03.021

Flynn, A. B. (2014). How do students work through organic synthesis learning activities? Chemistry Education Research and Practice, 15(4), 747-762. https://doi.org/10.1039/c4rp00143e

Galloway, K. R., Stoyanovich, C., & Flynn, A. B. (2017). Students' interpretations of mechanistic language in organic chemistry before learning reactions. Chemistry Education Research and Practice, 18(2), 353-374. https://doi.org/10.1039/c6rp00231e

Gordon, J., Henry, P., & Dempster, M. (2013). Undergraduate teaching assistants: a learner-centered model for enhancing student engagement in the first-year experience. International Journal of Teaching and Learning in Higher Education, 25(1), 103-109.

Grove, N. P., & Lowery Bretz, S. (2012). A continuum of learning: From rote memorization to meaningful learning in organic chemistry. Chemistry Education Research and Practice, 13(3), 201-208. https://doi.org/10.1039/c1rp90069b

Harden, R. M., & Stamper, N. (1999). What is a spiral curriculum? Medical Teacher, 21(2), 141-143. https://doi.org/10.1080/01421599979752

Holme, T. A., MacKellar, J., Constable, D. J. C., Michels, O. R., Trate, J. M., Raker, J. R., & Murphy, K. L. (2020). Adapting the anchoring concepts content map (ACCM) of ACS exams by incorporating a theme: merging green chemistry and organic chemistry. Journal of Chemical Education, 97(2), 374-382. https://doi.org/10.1021/acs.jchemed.9b00564

Horowitz, G., Rabin, L. a, & Brodale, D. L. (2013). Improving student performance in organic chemistry : Help seeking behaviors and prior chemistry aptitude. Journal of the Scholarship of Teaching and Learning, 13(3), 120-133.

Kaanklao, N., & Suwathanpornkul, I. (2020). Development of the learning management process to enhance the chemistry learning achievement and conceptual comprehension on organic chemistry using the posner's approach with design-based research. Kasetsart Journal of Social Sciences, 41(2), 282-288. https://doi.org/10.1016/j.kjss.2018.07.016

Lipton, M. A. (2020). Reorganization of the organic chemistry curriculum to improve student outcomes. Journal of Chemical Education, 97(4), 960-964. https://doi.org/10.1021/acs.jchemed.9b00606

Lopez, E. J., Nandagopal, K., Shavelson, R. J., Szu, E., & Penn, J. (2013). Self-regulated learning study strategies and academic performance in undergraduate organic chemistry: An investigation examining ethnically diverse students. Journal of Research in Science Teaching, 50(6), 660-676. https://doi.org/10.1002/tea.21095

McClary, L. M., & Bretz, S. L. (2012). Development and assessment of a diagnostic tool to identify organic chemistry students' alternative conceptions related to acid strength. International Journal of Science Education, 34(15), 2317-2341. https://doi.org/10.1080/09500693.2012.684433

Najmr, S., Chae, J., Greenberg, M. L., Bowman, C., Harkavy, I., & Maeyer, J. R. (2018). A service-learning chemistry course as a model to improve undergraduate scientific communication skills. Journal of Chemical Education, 95(4), 528-534. https://doi.org/10.1021/acs.jchemed.7b00679

Ngozi-Olehi, L. C., Duru, C. E., Uchegbu, R. I., & Amanze, K. O. (2018). Improving interest and performance in organic chemistry pedagogy by incooperating animations. American Journal of Educational Research, 6(3), 277-280. https://doi.org/10.12691/education-6-3-15

O' Dwyer, A., & Childs, P. (2014). Organic chemistry in action! developing an intervention program for introductory organic chemistry to improve learners' understanding, interest, and attitudes. Journal of Chemical Education, 91(7), 987-993. https://doi.org/10.1021/ed400538p

O'Dwyer, A., & Childs, P. E. (2017). Who says organic chemistry is difficult? Exploring perspectives and perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3599-3620. https://doi.org/10.12973/eurasia.2017.00748a

O'Neal, P. V., McClellan, L. C., & Jarosinski, J. M. (2016). A new model in teaching undergraduate research: A collaborative approach and learning cooperatives. Nurse Education in Practice, 18, 80-84. https://doi.org/10.1016/j.nepr.2016.03.008

Pabuccu, A., & Erduran, S. (2017). Beyond rote learning in organic chemistry: the infusion and impact of argumentation in tertiary education. International Journal of Science Education, 39(9), 1154-1172. https://doi.org/10.1080/09500693.2017.1319988

Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical Education Online, 24(1), 1666538. https://doi.org/10.1080/10872981.2019.1666538

Peiretti, F., & Brunel, J. M. (2018). Artificial intelligence: The future for organic chemistry? ACS Omega, 3(10), 13263-13266. https://doi.org/10.1021/acsomega.8b01773

Provencher, B. A., Franco, J., Fernandez, A. L., Theberge, S., & Zwickau, B. (2020). Implementation of a 1-2-1 curriculum and its effect on organic chemistry I. Journal of Chemical Education, 97(5), 1303-1309. https://doi.org/10.1021/acs.jchemed.9b00900

Raker, J. R., Trate, J. M., Holme, T. A., & Murphy, K. (2013). Adaptation of an instrument for measuring the cognitive complexity of organic chemistry exam items. Journal of Chemical Education, 90(10), 1290-1295. https://doi.org/10.1021/ed400373c

Rocabado, G. A., Kilpatrick, N. A., Mooring, S. R., & Lewis, J. E. (2019). Can we compare attitude scores among diverse populations? an exploration of measurement invariance testing to support valid comparisons between black female students and their peers in an organic chemistry course. Journal of Chemical Education, 96(11), 2371-2382. https://doi.org/10.1021/acs.jchemed.9b00516

Romero, R. M., Vidal Espinoza, L. O., & Ramírez Hernández, D. (2018). Organic chemistry basic concepts teaching in students of large groups at Higher Education and Web 2.0 tools. Actualidades Investigativas En Educación, 19(1), 31. https://doi.org/10.15517/aie.v19i1.35589

Samara, N. A. H. (2016). Effectiveness of analogy instructional strategy on undergraduate student's acquisition of organic chemistry concepts in Mutah University, Jordan. Journal of Education and Practice, 7(8), 70-74.

Sloop, J., Tsoi, M., & Coppock, P. (2016). Benefits of using a problem-solving scaffold for teaching and learning synthesis in undergraduate organic chemistry I. International Journal for the Scholarship of Teaching and Learning, 10(1). https://doi.org/10.20429/ijsotl.2016.100108

Stewart, J. J., & Dake, G. R. (2019). Activating students' prior knowledge using a bridge activity as an initial interactive discussion in a flipped organic chemistry course. Journal of Chemical Education, 96(11), 2426-2431. https://doi.org/10.1021/acs.jchemed.9b00370

Stowe, R. L., & Cooper, M. M. (2017). Practicing what we preach: assessing "critical thinking" in organic chemistry. Journal of Chemical Education, 94(12), 1852-1859. https://doi.org/10.1021/acs.jchemed.7b00335

Stull, A. T., Hegarty, M., Dixon, B., & Stieff, M. (2012). Representational translation with concrete models in organic chemistry. Cognition and Instruction, 30(4), 404-434. https://doi.org/10.1080/07370008.2012.719956

Su, S.-W. (2012). The various concepts of curriculum and the factors involved in curricula-making. Journal of Language Teaching and Research, 3(1), 153-158. https://doi.org/10.4304/jltr.3.1.153-158

Talib, O., Nawawi, M., Ali, W. Z. W., & Mahmud, R. (2012). Simple explicit animation (SEA) approach in teaching organic chemistry. Procedia - Social and Behavioral Sciences, 69(Iceepsy), 227-232. https://doi.org/10.1016/j.sbspro.2012.11.403

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., "¦ Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476-6483. https://doi.org/10.1073/pnas.1916903117

Timofte, R. S., & PopuÈ™, B. T. (2019). Assessment tasks to measure systems thinking and critical thinking in organic chemistry. Acta Chemica Iasi, 27(2), 251-262. https://doi.org/10.2478/achi-2019-0016

Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in Physiology Education, 37(4), 316-320. https://doi.org/10.1152/advan.00091.2013

Wang, J. (2016). Research on application to college study in organic chemistry teaching based on computer software. MATEC Web of Conferences, 44, 01071. https://doi.org/10.1051/matecconf/20164401071

Xiong, Y. (2016). Research on the case teaching model of business administration specialty in undergraduate course. Proceedings of the 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016). https://doi.org/10.2991/metss-16.2016.92

Zhang, Yanqi, Zhou, L., Liu, X., Liu, L., Wu, Y., Zhao, Z., Yi, D., & Yi, D. (2015). The effectiveness of the problem-based learning teaching model for use in introductory Chinese undergraduate medical courses: A systematic review and meta-analysis. PLOS ONE, 10(3), e0120884. https://doi.org/10.1371/journal.pone.0120884

Zhang, Yunshen. (2017). On study of teaching reform of organic chemistry course in applied chemical industry technology. IOP Conference Series: Earth and Environmental Science, 94(1), 012069. https://doi.org/10.1088/1755-1315/94/1/012069

Zheng, H., Hu, B., Sun, Q., Cao, J., & Liu, F. (2020). Applying a chemical structure teaching method in the pharmaceutical analysis curriculum to improve student engagement and learning. Journal of Chemical Education, 97(2), 421-426. https://doi.org/10.1021/acs.jchemed.9b00551

Download

Share

COinS