Contextual Chemistry Practical Training for Secondary Science Teachers: Bridging Infrastructure Deficits Through Problem-Based Learning
DOI:
https://doi.org/10.55927/jpmf.v5i5.26Keywords:
Contextual Chemistry, Problem-Based Learning, Science Process Skills, Higher-Order Thinking Skills, Claim-Evidence-ReasoningAbstract
This article evaluates a 10-hour community-service training program organized by Mulawarman University for 13 junior-secondary (SMP/MTs) science teachers in North Samarinda, Indonesia. The program supported teachers in designing contextual chemistry practicals integrating Problem-Based Learning (PBL), Science Process Skills (SPS), Higher-Order Thinking Skills (HOTS), and Claim–Evidence–Reasoning (CER). The pre-test mean was 96.15/100 (n = 13), whereas the post-test mean was 88.89/100 (n = 9). Post-test item analysis showed strong performance on HOTS classification and worksheet design, but errors remained in identifying dependent variables (44.4%), selecting control variables (33.3%), and selecting quantitative evidence for CER explanations (55.6%). The findings suggest that low-cost contextual practicals offer a feasible basis for teacher professional development, while variable control and quantitative evidence-based reasoning require further guided practice and follow-up support.
References
Oliveira, H., & Bonito, J. (2023). Practical work in science education: A systematic literature review. Frontiers in Education, 8, 1151641. https://doi.org/10.3389/feduc.2023.1151641
Akuma, F. V., & Callaghan, R. (2019). A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work. Journal of Research in Science Teaching, 56(5), 619–648. https://doi.org/10.1002/tea.21516
Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2024). Inquiry-based science education in science teacher education: A systematic review. Studies in Science Education, 60(2), 191–249. https://doi.org/10.1080/03057267.2023.2207148
Zuin, V. G., Eilks, I., Elschami, M., & Kümmerer, K. (2021). Education in green chemistry and in sustainable chemistry: Perspectives towards sustainability. Green Chemistry, 23, 1594–1608. https://doi.org/10.1039/D0GC03313H
Fitzgerald, A., Danaia, L., & McKinnon, D. H. (2019). Exploring the impact of a professional development program on primary teachers' confidence and practice in science education. Research in Science Education, 49(5), 1335–1356. https://doi.org/10.1007/s11165-017-9658-8
National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165
Sannert, R., Baur, A., & Krella, M. (2026). Design and effectiveness of professional development programmes to support teachers in promoting students’ scientific inquiry competencies: A critical and systematic review of empirical studies. Studies in Science Education. https://doi.org/10.1080/03057267.2026.2688670
Morris, T. H. (2020). Experiential learning – A systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064–1077. https://doi.org/10.1080/10494820.2019.1570279
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Noor Hindryawati, Mohammad Makmun Qomar, Husna Syaima, Irfan Ashari Hiyahara, Hajar Anuar, Teguh Wirawan, Nurdahlia Nurdahlia, Nina Apriliana, Cindy Aulia, Ilham Ali Nurdin
This work is licensed under a Creative Commons Attribution 4.0 International License.
