Exploring Preservice Chemistry Teachers’ Creativity in Designing Learning Media through a TPACK–STEM Framework: Evidence from Learning Artifacts and Student Perceptions
DOI:
10.29303/jppipa.v12i9.15646Published:
2026-09-30Downloads
Abstract
Despite increasing attention to technology-integrated STEM learning in teacher education, limited studies have examined how artifact-based project learning reveals pre-service chemistry teachers’ creative thinking in designing media for abstract chemistry concepts. This study explored pre-service chemistry teachers’ creative thinking in integrated Technological Pedagogical Content Knowledge–Science, Technology, Engineering, and Mathematics learning through teaching aid development. A descriptive-exploratory design involved 12 master’s students in chemistry education. Data were collected using a student perception questionnaire, open-ended responses, documentation, and analysis of three artifacts: TyndallScope, Guess Who? Periodic Table Educational Game, and Chromatography Chamber Guide. Quantitative data were analyzed descriptively, while qualitative data were examined through artifact analysis and thematic interpretation. The results showed perceptions, with the highest mean scores in creativity (M = 4.35; SD = 0.48), relevance of integrated learning (M = 4.29; SD = 0.32), and usefulness of technology (M = 4.25; SD = 0.41). Artifact analysis showed that creative thinking was represented through originality, usefulness, flexibility, and elaboration. The products demonstrated learning innovation through colloid visualization, game-based periodic table reasoning, and guided chromatography inquiry. These findings indicate that artifact-based project learning can make creative pedagogical thinking visible and provide a meaningful context for instructional media design among pre-service chemistry teachers.
Keywords:
Artifact analysis Chemistry teaching aid Creative thinking Pre-service teacher TPACK-STEMReferences
Alabbasi, A. M. A., Paek, S. H., Kim, D., & Cramond, B. (2022). What do educators need to know about the Torrance Tests of Creative Thinking : A comprehensive review. Frontiers in Psychology, 13, 1–14. https://doi.org/10.3389/fpsyg.2022.1000385 DOI: https://doi.org/10.3389/fpsyg.2022.1000385
Aydin-gunbatar, S., & Akin, F. N. (2022). Pre-service chemistry teachers’ use of pedagogical transformation competence to develop topic-specific pedagogical content knowledge for planning to teach acid–base equilibrium. Chemistry Education Research and Practice, 23(November), 137–158. https://doi.org/10.1039/D1RP00106J DOI: https://doi.org/10.1039/D1RP00106J
Backfisch, I., Franke, U., Ohla, K., Scholtz, N., & Lachner, A. (2023). Collaborative design practices in pre-service teacher education for technological pedagogical content knowledge (TPACK): Group composition matters. Unterrichtswissenchaft, 51, 579–604. https://doi.org/10.1007/s42010-023-00192-z DOI: https://doi.org/10.1007/s42010-023-00192-z
Bolden, B., DeLuca, C., Kukkonen, T., Roy, S., & Wearing, J. (2020). Assessment of Creativity in K-12 Education: A Scoping Review. Rev Educ, 8, 343–376. https://doi.org/10.1002/rev3.3188 DOI: https://doi.org/10.1002/rev3.3188
Cetin-dindar, A., Boz, Y., & Sonmez, Y. (2018). Development of pre-service chemistry teachers’ technological pedagogical content knowledge. Chemistry Education Research and Practice, 19(October 2017), 167–183. https://doi.org/10.1039/c7rp00175d DOI: https://doi.org/10.1039/C7RP00175D
Cheng, V. M. Y. (2018). Consensual Assessment of Creativity in Teaching Design by Supportive Peers — Its Validity, Practicality, and Benefit. J Creat Behav, 52(1), 5–20. https://doi.org/10.1002/jocb.125 DOI: https://doi.org/10.1002/jocb.125
Da, N., Alves, C., Wangenheim, C. G. V. O. N., & Martins-pacheco, L. H. (2021). Assessing Product Creativity in Computing Education : A Systematic Mapping Study. Informatics in Education, 20(1), 19–45. https://doi.org/10.15388/infedu.2021.02 DOI: https://doi.org/10.15388/infedu.2021.02
Dewi, N. R., Rusilowati, A., Saptono, S., & Haryani, S. (2022). Project-Based Scaffolding Tpack Model To Improve Learning Design Ability and Tpack of Pre-Service Science Teacher. Jurnal Pendidikan IPA Indonesia, 11(3), 420–432. https://doi.org/10.15294/jpii.v11i3.38566 DOI: https://doi.org/10.15294/jpii.v11i3.38566
Diamah, A., Rahmawati, Y., & Paristiowati, M. (2022). Evaluating the effectiveness of technological pedagogical content knowledge-based training program in enhancing pre-service teachers’ perceptions of technological pedagogical content knowledge. Frontiers in Education, 7(897447), 1–11. https://doi.org/10.3389/feduc.2022.897447 DOI: https://doi.org/10.3389/feduc.2022.897447
Fang, C., Nurul, C., Ken, A., & Chen, Z. (2025). Pre ‑ service teacher professional education program ( PPG ) and Indonesian science teachers ’ TPACK development : A career ‑ path comparative study. Education and Information Technologies, 30(7), 8689–8711. https://doi.org/10.1007/s10639-024-13160-6 DOI: https://doi.org/10.1007/s10639-024-13160-6
Gonscherowski, P., & Rott, B. (2025). A systematic review of the literature on TPACK instruments used with pre-service teachers from 2017 to 2023 focused on selecting digital resources. Journal of Computers in Education. https://doi.org/10.1007/s40692-025-00379-6 A DOI: https://doi.org/10.1007/s40692-025-00379-6
Graulich, N., & Caspari, I. (2021). Designing a scaffold for mechanistic reasoning in organic chemistry. Chemistry Teacher International, 3(1), 19–30. https://doi.org/10.1515/cti-2020-0001 DOI: https://doi.org/10.1515/cti-2020-0001
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education : Student outcomes and measures. International Journal of Educational Research, 102, 1–13. https://doi.org/10.1016/j.ijer.2020.101586 DOI: https://doi.org/10.1016/j.ijer.2020.101586
Hu, Y., Gallagher, T., Wouters, P., Schaaf, M. van der, & Kester, L. (2022). Game-based learning has good chemistry with chemistry education : A three-level meta-analysis. J Res Sci Teach, 59(9), 1499–1543. https://doi.org/10.1002/tea.21765 DOI: https://doi.org/10.1002/tea.21765
Irawan, N. Z. P., Anwar, S., & Munawaroh, H. S. H. (2024). Designing Chemistry Teaching Materials and Worksheets to Promote Students’ Creative Thinking Skills : A Systematic Literature Review. JIPI (Jurnal IPA Dan Pembelajaran IPA), 8(4), 350–366. https://doi.org/10.24815/jipi.v8i4.41761 DOI: https://doi.org/10.24815/jipi.v8i4.41761
Jue, W., & Haiying, L. (2024). Reexamining subjective creativity assessments in science tasks: An application of the rater-mediated assessment framework and many-facet Rasch model. Psychology of Aesthetics, Creativity, and the Arts, 18(4), 536–549. https://doi.org/10.1037/aca0000470 DOI: https://doi.org/10.1037/aca0000470
Karaca-Atik, A., Meeuwisse, M., Gorgievski, M., & Smeets, G. (2023). Uncovering important 21st-century skills for sustainable career development of social sciences graduates : A systematic review Ays. Educational Research Review Journal, 39, 1–15. https://doi.org/10.1016/j.edurev.2023.100528 DOI: https://doi.org/10.1016/j.edurev.2023.100528
Kartal, T., & Dilek, I. (2021). Preservice Science Teachers’ TPACK Development in a Technology-Enhanced Science Teaching Method Course. Journal of Education in Science, Environment and Health, 7(4), 339–353. https://doi.org/10.21891/ jeseh.994458 DOI: https://doi.org/10.21891/jeseh.994458
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 DOI: https://doi.org/10.1177/002205741319300303
Laohapornchaiphan, J., & Chenprakhon, P. (2024). A Review of Research on Learning Activities Addressing the Submicroscopic Level in Chemistry. Journal of Chemical Education, 101(11), 4552–4565. https://doi.org/10.1021/acs.jchemed.4c00156 DOI: https://doi.org/10.1021/acs.jchemed.4c00156
Li, X., Muñiz, M., Chun, K., Tai, J., Guerra, F., & York, D. M. (2023). Inquiry-Based Activities and Games That Engage Students in Learning Atomic Orbitals. J Chem Educ, 99(5), 2175–2181. https://doi.org/10.1021/acs.jchemed.1c01023.Summary DOI: https://doi.org/10.1021/acs.jchemed.1c01023
Lin, K., Wu, Y., Hsu, Y., & Williams, P. J. (2021). Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers ’ engineering design thinking. Interantional Journal of STEM Education, 8(1), 1–15. http://dx.doi.org/10.1186/s40594-020-00258-9 DOI: https://doi.org/10.1186/s40594-020-00258-9
Ling, Y., Ye, X., & Cao, M. (2024). Modeling Using Multiple Connected Representations : An Approach to Solving Problems in Chemical Education. Journal of Chemical Education, 101(6), 2395–2405. https://doi.org/10.1021/acs.jchemed.3c01261 DOI: https://doi.org/10.1021/acs.jchemed.3c01261
Long, H., Kerr, B. A., Emler, T. E., & Birdnow, M. (2022). A Critical Review of Assessments of Creativity in Education. Review of Research in Education, 46(March), 288–323. https://doi.org/10.3102/0091732X221084326 DOI: https://doi.org/10.3102/0091732X221084326
Mardiah, A., Rahmawati, Y., Fauzan Khairi Che Harun, & Hadiana, D. (2022). Transferable skills for pre-service chemistry teachers in Indonesia : Applying a design thinking-STEAM-PjBL model. Issues in Educational Research, 32(4), 1509–1529. Retrieved from https://www.iier.org.au/iier32/mardiah-abs.html
Margot, K. C., & Kettler, T. (2019). Teachers ’ perception of STEM integration and education : a systematic literature review. International Journal of STEM Education, 6(2), 1–16. https://doi.org/10.1186/s40594-018-0151-2 DOI: https://doi.org/10.1186/s40594-018-0151-2
Mcdougall, T., & Phillips, M. (2024). Contextual considerations in TPACK : Collaborative processes in initial teacher education. Computers and Education Open, 7(January), 100207. https://doi.org/10.1016/j.caeo.2024.100207 DOI: https://doi.org/10.1016/j.caeo.2024.100207
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge : A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x DOI: https://doi.org/10.1177/016146810610800610
Naaim, M. N. M., & Karpudewan, M. (2024). STEM-PT Traveler, a game-based approach for learning elements of the periodic table: an approach for enhancing secondary school students’ motivation for learning chemistry. Chemistry Education Research and Practice, 25, 1251–1267. https://doi.org/10.1039/D4RP00032C DOI: https://doi.org/10.1039/D4RP00032C
Nugraheni, A. R. E., & Srisawasdi, N. (2025). Development of pre-service chemistry teachers’ knowledge of technological integration in inquiry-based learning to promote chemistry core competencies. Chemistry Education Research and Practice, 26, 398–419. https://doi.org/10.1039/D4RP00160E DOI: https://doi.org/10.1039/D4RP00160E
Papanikolaou, K. A., Makri, K., Tzelepi, M. G., & Zalavra, E. (2022). Putting TPACK into action in learning design : The case of PeerLAND. Australasian Journal of Educational Technology, 38(6), 53–74. https://doi.org/10.14742/ajet.7556 DOI: https://doi.org/10.14742/ajet.7556
Pernaa, J., & Wiedmer, S. (2020). A systematic review of 3D printing in chemistry education: analysis of earlier research and educational use through technological pedagogical content knowledge framework. Chemistry Teacher International, 2(2), 1–8. https://doi.org/10.1515/cti-2019-0005 DOI: https://doi.org/10.1515/cti-2019-0005
Pinger, C. W., Geiger, M. K., & Spence, D. M. (2019). Applications of 3D-Printing for Improving Chemistry Education. Journal of Chemical Education, 97(1), 112–117. https://doi.org/10.1021/acs.jchemed.9b00588 DOI: https://doi.org/10.1021/acs.jchemed.9b00588
Rahayu, A., & Sari, R. S. (2023). Guided Inquiry-Based Basic Chemistry Practicum Guidelines and Its Impact on Students ’ Science Process Skills and Critical Thinking Skills. Jurnal Pendidikan Kimia Indonesia, 7(1), 1–9. Retrieved from https://ejournal.undiksha.ac.id/index.php/JPK/article/view/46212 DOI: https://doi.org/10.23887/jpki.v7i1.46212
Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092 DOI: https://doi.org/10.1080/10400419.2012.650092
Seery, M. K., Agustian, H. Y., Doidge, E. D., Kucharski, M. M., Connor, H. M. O., & Price, A. (2017). Developing laboratory skills by incorporating peer-review and digital badges. Chemistry Education Research and Practice. https://doi.org/10.1039/C7RP00003K DOI: https://doi.org/10.1039/C7RP00003K
Stieff, M. (2019). Improving Learning Outcomes in Secondary Chemistry with Visualization-Supported Inquiry Activities. Journal of Chemical Education, 96, 1300–1307. https://doi.org/10.1021/acs.jchemed.9b00205 DOI: https://doi.org/10.1021/acs.jchemed.9b00205
Syawaludin, A., Prasetyo, Z. K., Safruddin, C., & Jabar, A. (2024). Profile of Pre-service Elementary Teacher Creativity in Developing Higher Order Thinking Skills-oriented Science Worksheets. Pegem Journal of Education and Instruction, 14(2), 152–157. https://doi.org/10.47750/pegegog.14 DOI: https://doi.org/10.47750/pegegog.14.02.19
Tan, J., & Chen, W. (2022). Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward? Computers & Education, 187(3). https://doi.org/10.1016/j.compedu.2022.104467 DOI: https://doi.org/10.1016/j.compedu.2022.104467
Thibaut, L., Ceuppens, S., Loof, H. De, Meester, J. De, Goovaerts, L., & Brussel, V. U. (2018). Integrated STEM Education : A Systematic Review of Instructional Practices in Secondary Education. European Journal of STEM Education, 3(1), 1–12. https://doi.org/10.20897/ejsteme/85525 DOI: https://doi.org/10.20897/ejsteme/85525
Tondeur, J., Scherer, R., & Baran, E. (2019). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study. Educational Technology Research and Development, 68, 319–343. http://dx.doi.org/10.1007/s11423-019-09692-1 DOI: https://doi.org/10.1007/s11423-019-09692-1
Wong, C., Kumpulainen, K., & Kajamaa, A. (2021). Collaborative creativity among education professionals in a co-design workshop : A multidimensional analysis. Thinking Skills and Creativity, 42(October), 100971. https://doi.org/10.1016/j.tsc.2021.100971 DOI: https://doi.org/10.1016/j.tsc.2021.100971
Yamtinah, S., Astari, M. A., Masykuri, M., & Susilowati, E. (2024). Development of web-based TPACK scaffolding for online learning to enhance TPACK skills of preservice chemistry teachers. Journal of Educators Online, 21(3). https://doi.org/10.9743/JEO.2024.21.3.21 DOI: https://doi.org/10.9743/JEO.2024.21.3.21
Ye, J., Lu, S., & Bi, H. (2019). The effects of microcomputer-based laboratories on students macro, micro, and symbolic representations when learning about net ionic reactions. Chemistry Education Research and Practice, 20, 288–301. https://doi.org/10.1039/C8RP00165K DOI: https://doi.org/10.1039/C8RP00165K
Yüksel, A. O. (2025). Design ‑ Based STEM Activities in Teacher Education and Its Effect on Pre ‑ service Science Teachers ’ Design Thinking Skills. Journal of Science Education and Technology, 34, 904–918. https://doi.org/10.1007/s10956-025-10215-2 DOI: https://doi.org/10.1007/s10956-025-10215-2
License
Copyright (c) 2026 Murbangun Nuswowati, Devy Lestari, Harjito, Ahsanu Amala Zulkarnain, Nihayatur Rif’ah, Ayu Ainul Widad
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
