Empowering Students in Chemistry Learning through the Implementation of "Chemistry Theater: Transforming Chemistry Learning through Interactive Educational Drama"

Elferida Sormin; Nova Irawati Simatupang; Putri Anjani; Efraim Kristian Malo; Eugenie Mishella Roswanari; Maria Benedikta Tukan; Getrudis Wilhelmina Nau; Novita Veronica

doi:10.55927/ajcs.v5i5.24

Authors

Elferida Sormin Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Kristen Indonesia
Nova Irawati Simatupang Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Kristen Indonesia
Putri Anjani Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Kristen Indonesia
Efraim Kristian Malo Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Kristen Indonesia
Eugenie Mishella Roswanari Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Kristen Indonesia
Maria Benedikta Tukan Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Katolik Widya Mandira
Getrudis Wilhelmina Nau Biology Education Department, Faculty of Teacher Training and Education, Universitas Katolik Widya Mandira
Novita Veronica SMA Swasta Sandikta Bekasi

DOI:

https://doi.org/10.55927/ajcs.v5i5.24

Keywords:

Chemistry Theater, Chemistry Learning, Educational Drama, Student Empowerment, Self-Confidence, Creativity

Abstract

This community service activity aims to empower students through the implementation of Chemistry Theater, an interactive educational drama-based chemistry learning that integrates chemical concepts with creative and collaborative activities. The activity methods included providing materials, compiling drama scripts, exercises, performances, and evaluation using pretest and posttest questionnaires to measure students' understanding of chemical concepts and self-confidence levels. The results of the activity showed a significant increase in understanding of chemical concepts. Before the activity, most participants were in the low understanding category (52.4%), while after the activity, the majority of participants were in the high understanding category (61.9%). Student self-confidence also increased, indicated by an increase in the high self-confidence category from 19.0% to 71.4%.

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