Literature review

1. Topikkimiayangbermasalah
Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
1 ChienLee Shing
2016
Form FourChemistryTeachers
Conceptualization Of Pedagogical
ContentKnowledge
FP,UM
Pensampelan:konsepsi pengetahuan
pedagogi kandungandanproses
pengajaranempatorangguru kimia
tingkatan4 ketikamengajarBab3
‘formulakimiadanpersamaankimia’
dalamkurikulumkimiatingkatan4.
Instrumen:pemerhatianpengajaran
di bilikdarjah,temubual,nota
lapangandan dokumentasi
Dapatan:
i. Keempat-empatoranggurukimia
mempunyai persepsi bahawailmu
pengetahuan,kemahiranpedagogi
dan pelajarsebagai komponenyang
pentingbagi pengajaranmereka
ii. AtributPCKkeempat-empatguru
kimiaberkembangdanbertambah
denganpengalamanmengajartetapi
pada kadar yangberbeza
iii. Kebanyakanproses-proses
pengajaranguruadalahsama
denganyangterdapatdalam model
PRA
iv. Masih terdapatkekurangandari segi
penilaiankefahamankonseptual
pelajar,penilaianterhadap
pengajarandiri sendiri dan
kefahamanpelajardankefahaman
baru di kalanganguru
Kesimpulan:
Pengajarangurusecara keseluruhannyaadalah
berpusatkanguru,algoritmatik,chalkandtalk
dan tidakmenggalakkanpembelajaranfitrahdan
bermaknadanpembelajaranoptimaldi kalangan
pelajar
Cadangan:
-Kerangkakolaborasi untukmembantuguru
kimiamengembangkanPCKdengansekatadan
menyeluruh
The concept in
topic3 were
difficulttolearn
and difficultto
teachas well

2. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
2 YazachewAlemuTenaw
2014
Effective strategiesforteaching
chemistry
International Journal of Education
ResearchandReviews ISSN 2329-9843
Vol.3 (3), pp.078-084, May, 2015.
Available online at
www.internationalscholarsjournals.org
© InternationalScholarsJournals
Pensampelan:the important
strategies(methodof teachingand
instructional media) thatare
commonlyencountertoteach
science subjectsespeciallychemistry
at Debre Markos College of Teacher
Education,Ethiopia
instrumen:comprisingthe research
resultsconductedbefore,classroom
observation,exchangingideasfrom
the colleagues
-assesall the possible strategies
widelyusedtoteachchemistry
subject
Cognitive psychologistsassumethatthe
understandingof chemistryincludesthe ability
to thinkonthree levels:the macroscopiclevel,
the symboliclevelandthe level of particles
(Johnstone,1991). Pupilsandstudentshave the
mostdifficultiesinunderstandingthe
submicroscopiclevel - the levelof particles
because itreachesbeyondtheirexperience.
Dapatan: Inthese casesthe interactive
multimediacanbe usedas an effectivetool.
Virtual laboratorycaneliminate uninteresting
and boringpartsof the experiments.Ithelps
studentsunderstandhighercognitive levelsof
analysis,synthesisandevaluation(Kirscherand
Huisman,1998).
The use of multimediaandvirtual laboratories
for teachingchemistryimproves teaching
because itallowsthe integrationof the three
levelsof understandingof chemistry,
visualizationandsimulationof processes.
3 TolosaGeleta
2014
How can i improve n12students’
abilitytowrite simple
chemical entitiesusingchemical
symbolsandformulas
on introductorygeneral chemistry
course-i (chem.101)?
Kamise Collegeof TeachersEducation,
Departmentof Natural Science,
Ethiopia
AJCE,2014, 4(1) ISSN 2227-5835
-Identifythe majordifficultiesof
studentsinwritingthe most
commonlyusedchemical symbols
and chemical formulae forcommon
inorganicentities
-To enable studentswrite the correct
chemical symbolsandformulasfor
these commoninorganicchemical
entities
Pensampelan:13 female and12
male studentsinsum which
constitutes25 participants
Dapatan:
i. In symbolizingelements(likethatof
B, Ba & Na),the studentsshoweda
progressive change from62.67% to
76%
ii. fromthe total participants68% of
themwere unable todifferentiate
the symbol of oxygen(O) fromthe
formulaof oxygen(O2).
iii. symbolizingthe
chemical formulaof the binary
compoundshowedchange from4%
ofpre-interventionto52% forpost-
intervention

3. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/ kesimpulan/cadangan Catatan
4 LeelaDevi A/PPalanyKumar
2015
Kesanpenggunaan jigsawpuzzle
dalammenulisformula
kimiasebatianionterhadap
kefahamanpelajarsains
tingkatan4
Fakulti SainsDanMatematik
Universiti PendidikanSultanIdris
Kaedah:rekabentukkuasi-
eksperimen,ujiandansoal selidik
Instrument:menilai kesan
penggunaanjigsawpuzzlesebagai
alat visualisasi bagi membantu
pelajarmenulisformulakimia
sebatianion
menggunakanstatistikdeskriptif
(skormindan sisihanpiawai) dan
statistikinferensi(ujian-t)
pensampelan:115 pelajaraliran
sainstingkatanempatdari
dua buahsekolahmenengahdi
daerahLarut, Matang danSelama
telahdipilihsecararawak
berkelompok.
Dapatan:
i. Aktiviti jigsawpuzzleyang
diperkenalkanberjayamemberi
kefahamankepadapelajardalam
menulisformula
kimiasebatianion
ii. Mempunyai persepsiyangpositif
terhadapaktiviti jigsawpuzzle
Kesimpulan:aktiviti pengajaran
dan pembelajaranmenggunakanjigsawpuzzle
adalahberkesanmeningkatkan
pencapaianpelajardalammenulisformulakimia
sebatianionsertamendapatpersepi
yang positif daripadamereka.Kajianini memberi
implikasi bahawaelemen
permainanperludiselitkansemasamerancang
aktiviti pengajarandanpembelajaran
bagi memastikanpembelajaranadalahlebih
heuristik.

4. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
1 RomitaB. Lucua
, ElenaMarina*
2014
Authenticlearninginadult Education
Facultyof Psychology andEducational
Science,Universityof Bucharest
Procedia– Social and Behavioral
Sciences142 (2014) 410-415
To explore the nature of teaching
practicesfor developingauthentic
learningthroughthe processof initial
teachereducation
Thisstudypresentsfive ways
universityteacherscansupport
authenticlearning
Dapatan:
i. The five waysauthentic
learningcanbe implementedare related
to howto provide studentswiththe
opportunitytoreflectorhowto provide
studentswithcoachingandscaffolding
at critical times
ii. promotingarticulationtoencourage
studentstoverbalize theirknowledge
and thinking
iii. teachershave to enable studentstouse
technologyandto provide the
opportunitytocollaborate inorderto
have an authenticlearningenvironment.
Kesimpulan:
The Five Ways:
a. Providingstudentswithcoachingand
scaffoldingatcritical times
b. Provide studentswiththe opportunityto
reflect
c. Provide the opportunitytocollaborate
d. Promote articulationtoencourage students
to verbalize theirknowledgeandthinking
e. Enable studentstouse technology
Students
mustbecome
comfortable
withthe real-
world
problemsand
inorder to do
that theyhave
to be engaged
in
activities
where
studentstake
part in
activities
directly
relevanttothe
applicationof
learningand
that takes
place
withina
culture similar
to the applied
setting

5. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
2 MarilynMay Lombardi
2007
AuthenticLearningforthe 21st
Century:AnOverview
Duke University
https://www.researchgate.net/public
ation/220040581
exploreswhatconstitutesauthentic
learning,howtechnologysupportsit,
whatmakesit effective,andwhyitis
important.
Dapatan:
i. Authenticactivitycanbe realized
throughcareful designof Web-based
learning
environments.
ii. technologiesallowstudentstocohabit
the same persistentsimulation(or
“metaverse”),engagingincollaborative
role-playing,grapplingwith multiple
perspectiveson
the same set of issues,andresponding
to a dynamicallychangingsituation.
Elemenpembelajaranautentik
-berkaitanduniasebenar
-apanilaterdapatmasalahyangtidakjelasatau
terbuka
-penyiasatanyangberterusan
-melihatdari pelbagaisumberdanperspektif
-kolaboratif
-menggalakkanrefleksi
-Perspektif merentasdisiplinsubjek
-penilaianbersepadu
-produkyangdiperhalus
Tafsirandan hasil yangpelnagai
Aktiviti2pembekajaranautentik:Eksperimen,
perbincangan,aktiviti berkumpulan,handson,
simulasi,projek,lawatan,pemggunaansumberluar,
penggunaanteknologi.

6. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
3 Wolff‐MichaelRoth, Anita
Roychoudhury
1993
The developmentof science process
skillsinauthenticcontexts
Journal of ResearchinScience
TeachingVolume 30,Issue 2
https://onlinelibrary.wiley.com/doi/a
bs/10.1002/tea.3660300203
Instrument:data‐collectionapproach
was qualitativeandincluded
videotapesof laboratorysessions,
laboratoryreportsof students,and
the reflective journalskeptbythe
twoteachersinvolvedinthe study
Pensampelan:Forty‐eightstudents
fromthe Grade 11 introductory
physicscourse,29 studentsfromthe
Grade 12 physicscourse,and60
studentsfromthe Grade 8 general
science course froman all‐boys
private school participatedinthe
study
Kaedah:
-interpretive researchmethodology
was adoptedforconstruction of
meaningfromthe data
-Studentsworkedincollaborative
groupsduringall of the open‐inquiry
laboratorysessions
Dapatan:
i. studentsdevelophigher‐orderprocess
skillsthroughnontraditionallaboratory
experiencesthatprovidedthe students
withfreedomtoperformexperimentsof
personal relevance inauthenticcontexts
ii. Studentslearnedto(a) identifyand
define pertinentvariables,(b) interpret,
transform,andanalyze data,(c) planand
designanexperiment,and(d) formulate
hypotheses
Cadangan:
i. processskillsneednotbe taught
separately.Integratedprocessskills
developgraduallyandreacha highlevel
of sophisticationwhenexperimentsare
performedinmeaningful context.

7. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
4 Herrington,J.,Parker,J.& Boase-
Jelinek,D.(2014).
Connectedauthenticlearning:
Reflectionandintentional learning.
AustralianJournal of Education,58(1),
pp.23–35.
Herrington’s9Principlesof AuthenticLearning
 Provide anauthenticcontextthatreflects
the way the knowledgewillbe usedinreal
life
 Provide authentictasksandactivities
 Provide accesstoexpertperformances
 Provide multiple rolesandperspectives
 Supportcollaborative constructionof
knowledge
 Promote reflectiontoenable abstractionsto
be formed
 Promote articulationtoenable tacit
knowledge tobe made explicit
 Provide coachingandscaffolding
 Provide forauthenticassessmentof
learning.

8. KBKKKIMIA
Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
1 SITI ZULIANA BINTIHAJIABDUL
HAMID
2006
TAHAPPENGUASAAN KEMAHIRAN
BERFIKIRSECARA KRITISDAN KREATIF
(KBKK) DIKALANGAN PELAJAR
TINGKATAN LIMA DALAMMATA
PELAJARAN KIMIA TINGKATAN EMPAT
DI SEKOLAHMENENGAH DI DAERAH
JOHOR BAHRU
Fakulti PendidikanUniversiti
Teknologi Malaysia
MengesantahappenguasaanKBKK
pelajardalammata pelajaranKimia
tingkatanempat.
Pensampelan:270 orang pelajar
tingkatanlimadari 6 buahsekolahdi
daerahJohor Bahru
Instrument:setsoal selidikyang
mengandungi 50itemberbentuk
soalanobjektif.Nilai
kebolehpercayaanalatkajianini ialah
α=0.9019
Kaedah:
-menggunakanujian-tuntukmelihat
perbezaantahappenguasaanKBKKdi
kalanganpelajarlelaki danpelajar
perempuan
-UjianANOVA digunakanuntuk
melihatperbezaantahappenguasaan
KBKKdi kalanganpelajarmerentasi
bangsa
Dapatan:
-tahappenguasaanKBKKpelajardalammata
pelajaranKimiatingkatanempatberadapadatahap
yang sederhana.
-tidakwujudperbezaanminyangsignifikan
merentasi jantinadanmerentasibangsa,kedua-
duanyaberadapada tahap yangsederhana
Kesimpulan:
The Five Ways:
f. Providingstudentswithcoachingand
scaffoldingatcritical times
g. Provide studentswiththe opportunityto
reflect
h. Provide the opportunitytocollaborate
i. Promote articulationtoencourage students
to verbalize theirknowledgeandthinking
j. Enable studentstouse technology
Students
mustbecome
comfortable
withthe real-
world
problemsand
inorder to do
that theyhave
to be engaged
in
activities
where
studentstake
part in
activities
directly
relevanttothe
applicationof
learningand
that takes
place
withina
culture similar
to the applied
setting

9. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
2 ZURIAWAHIDA BINTIZULKIFLI
2016
KEBERKESANAN KAEDAH
PEMBELAJARAN BERASASKAN
MASALAHDALAMMENINGKATKAN
KEMAHIRAN BERFIKIRARASTINGGI
DAN MENYELESAIKAN MASALAH
DALAMKALANGAN PELAJAR
Fakulti PendidikanTeknikal dan
Vokasional UniversitiTunHussein
OnnMalaysia
Mengkaji keberkesanankaedah
PembelajaranBerasaskanMasalah
(PBM) dalammeningkatkan
KemahiranBerfikirArasTinggi (KBAT)
dan kemahiranmenyelesaikan
masalahpelajar.
Pensampelan:71 orangresponden
dari SekolahMenengahKebangsaan
Tun Ismail yangterbahagi kepadadua
kumpulan:
i. kumpulanrawatan
ii. kumpulankawalan.
Kesemuarespondenmengambil
mata pelajaransainstingkatanempat
Instrument:ialahsoalanujianpra-
pasca, senarai semakdansoal selidik
Kaedah:
dianalisissecaradeskriptif dan
inferensimenggunakanperisian
Statistical packagesforSocial Science
Version21.0 (SPSS)
Dapatan:
-kaedahPBMberjayameningkatkanKemahiran
BerfikirArasTinggi (KBAT) dankemahiran
menyelesaikanmasalahpelajar
-Pelajarmenunjukkanpersepsi positifterhadap
kaedahPBMini.
-teknikpengajarandanpembelajaranyang berbeza,
menariksertaberkesandari kaedahtradisional
mampumeningkatkankemahiranpelajar

10. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
3 CHUZAIRY BIN HANRI
2013
MODUL PENGAJARAN KIMIA
BERDASARKAN MODEL INKUIRI-
KREATIVITIFakulti Pendidikan
UNIVERSITITEKNOLOGIMALAYSIA
Mengkaji pengamalanpengajaran
guru dalammenggalakkankreativiti
dan membinamodul bagi membantu
guru dalammenggalakkan kreativiti
pelajar
Fasa 1: mengkaji amalanpengajaran
guru dalammenggalakkankreativiti
dan masalahpengajaranguruyang
bolehmenghalangpenggalakan
kreativiti pelajar
Pensampelan:limaorangguru
daripadadaerahKota Tinggi dicerap
Kaedah:
Cerapankelasdirekod,ditranskrip,
dikoddandianalisissecarakualitatif
dan kuantitatif melaluistatistik
deskriptif
Fasa 2: Modul KimiaKreatif dibina
berdasarkankepadadapatankajian
Fasa I dan digunakandi dalam
pengajaranuntukdiuji
keberkesanannya
Dapatan: gurukurang menggalakkankreativiti
pelajar.Gurulebihbanyakmengawal pembelajaran
pelajar,aktiviti sumbangsaranideakurang
dijalankandanguruhanyamemfokuskankepada
ideayangbetul sahaja,pembelajaranpelajarlebih
banyakmelalui penerangandanaktivitipengajaran
adalahlebihberpusatkanguru.
Dapatan: pengajarangurusemakinbaik.Gurulebih
cenderungmemberikankebebasankepadapelajar
untukmenerokadanmengawal sendiri
pembelajaranmereka.Aktiviti sumbang saranidea
dijalankandenganlebihbaikdandijalankandengan
lebihkerap.Pembelajaranpelajarmelalui
pengalamanmeningkatdanaktiviti pengajaranguru
lebihbanyakberpusatkanpelajar.Respondaripada
pelajarmenunjukkanpelajarsemakinkreatif dengan
merangkasendiri eksperimendanmembinasendiri
pengetahuanmereka
Cadangan:diharapkandapatmemberikanimplikasi
untukmempertingkatkankeberkesananproses
Modul Kimia
Kreatif dibina
berdasarkan
kepadaModel
Inkuiri-
Kreativiti

11. pengajarandanpembelajarankimiakhususnya
dalammenggalakkandayakreativitipelajar