Exploring the Implementation of Online Chemistry Learning During the COVID-19 Pandemic: A Case Study of a Public High School in Kendari City

Abstrak

The COVID-19 pandemic forced schools worldwide to transition from face-to-face instruction to online learning, creating particular challenges for chemistry education due to its emphasis on conceptual understanding, scientific inquiry, and laboratory activities. This study aimed to examine the implementation of online chemistry learning during the COVID-19 pandemic in public senior high schools in Kendari City, Indonesia. A descriptive qualitative design was employed involving 701 Grade XI science students from six public schools and six chemistry teachers. Data were collected through validated online questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings revealed five major themes. First, online learning became the primary instructional approach, although schools provided alternative learning arrangements for students with limited access to technology. Second, teachers utilized various digital platforms, including Google Classroom, Microsoft Teams, Zoom, Google Meet, YouTube, and WhatsApp Group, to facilitate instruction, communication, and assessment. Third, most students actively participated in online learning and reported generally positive perceptions of the learning process despite experiencing difficulties in understanding chemistry concepts and completing assignments. Fourth, assessment practices continued to address cognitive, affective, and psychomotor domains through assignments, quizzes, projects, portfolios, and online examinations. Finally, major challenges included limited access to devices, unstable internet connectivity, insufficient data quotas, and difficulties in monitoring student engagement. These findings highlight the importance of inclusive digital learning strategies, adequate technological infrastructure, and adaptive chemistry teaching approaches to support effective learning during emergency situations and future digital education initiatives.