Blended Learning in Chemistry: A Systematic Review from 2010 to 2019

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Anggiyani Ratnaningtyas Eka Nugraheni
Arum Adita
Niwat Srisawasdi


Blended learning in chemistry education issue has been discussed throughout the world over the past decade. The previous review on blended learning in chemistry provides valuable insight related to learning strategies and specific courses (Nugraheni, Adita, Srisawasdi, 2020). Nevertheless, that review ignored some issues in terms of authors’ nationality, journals, research methods, research issue, education levels, online and offline learning portions, the specific model of blended learning in chemistry, and technology used in blended learning of chemistry. Hence, this study conducted a meta-review of 76 blended learning in chemistry research articles indexed by the SCOPUS database published from 2010 to 2019 to analyze these issues. The results revealed that blended learning in chemistry was implemented around the world.  It was also found that most researchers employed a quantitative methodology. Meanwhile, most studies focused on the cognitive aspect. Furthermore, most of the blended learning was applied in higher education. The proportion of online learning and offline learning that is often done is half online and half offline. This research also found that flipped classroom is the most favorite model in blended learning with video as the main technology used in blended learning in the chemistry classroom.

Keywords: Blended, hybrid, flipped, chemical, education


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