Identification of Chemistry Learning Before, During, and After the Pandemic

This study aims to answer how the impact of pandemi on learning outcomes, IT mastery, material mastery and teacher creativity in chemistry lessons before, during after Covid 19 pandemi. Researchers used a qualitative approach with field research design or grounded theory by applying descriptive method. Methods data collection is done conducting questionnaires, interviews using list values. Questionnaire result were analyzed descriptively frequency tables. These results are as reference collecting through interviews. Interviews carried out repeatedly until saturation was obtained. The interview transcripts then open coding taking notes. Open grouped according category. categories obtained compared look for relationships between categories. also re-checking questionnaire values order obtain that corroborate previous research. Christensen's disruptive innovation where overcome disruption learning, teachers students take action increasing information technology, increase chemistry. includes making videos (equalizing reaction equations, chemical stoichiometry, nomenclature hydrocarbon compounds, geometric isomers), practical video tutorials (identification acids bases, buffer solutions, hydrolysis salts), flasher applications (titrations, thermochemistry, flames, voltaic cells), well utilizing materials at home such isomers plasticine, identifying acids-bases natural indicators, batteries fruits, metal plating bathroom cleaners. In line Piaget's constructivism procedural dimension more meaningful if it doing practicum watching videos. After pandemic, needed help make easier understand procedures when practicing laboratory. Chemistry understanding conceptual dimensions online has decreased. Keywords : chemistry, DOI: 10.7176/JEP/14-21-03 Publication date: July 31 st 2023