Anggiyani Ratnaningtyas Eka Nugraheni, Arum Adita, Niwat Srisawasdi
The implementation of blended learning in chemistry is rapidly growing over the past decades. However, trends and issues in the application of blended learning in chemistry are still lacking systematic reviews. This study conducted a meta-review to analyze issues related to blended chemistry learning and then present the issues of learning strategies and specific chemistry course obtained from studies published in academic journals, indexed by Scopus database in the last decade, 2010-2019. This report offers a unique contribution in terms of visualizing the trend of blended learning in chemistry. The results revealed that the implementation of blended learning in chemistry courses has increased over the past ten years. Moreover, it was also found that most pedagogic design in blended chemistry learning is problem-based learning. In terms of subject, general chemistry is the most often taught with blended learning. Copyright © 2020 Asia-Pacific Society for Computers in Education.
Chemistry Education Department, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Indonesia; Biology Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Purwokerto, Indonesia; Division of Science, Mathematics, and Technology Education, Khon Kaen University, Thailand
