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The aim of many educational programs is to integrate digital technology education into all educational schemes. The goal of this study is to figure out whether using digital technology has an effect on learning chemistry subjects in schools. On top of that, this study focuses on researching the motivations for studying chemistry by employing digital technology. The study sample comprised 60 students from 7th grade in public secondary schools. One out of the two classes were used as the experimental group, while the other was served as the control group in a pre-and post-test quasi-experimental design. Traditional teaching techniques were primarily being executed in the control group, whereas digital technology-based teaching was focused on by the same teacher in the experimental group. A post-test was given to evaluate the degree of learning outcomes and accomplishment at the completion of the curriculum content. An in-depth questionnaire survey was also administered to get a good idea of how interested students are in using digital technology in their scientific learning education. Based on the findings, it was observed that the experimental group had a higher average success rate and higher learning achievement. The students in the experimental group showed higher motivation to learn science using digital technologies. The use of digital technology is an excellent method for active learning that both supports and increases academic accomplishments. This study will add to a small amount of previous research in this area by contributing to the limited number of studies that evaluate the efficacy of integrating digital technology in the teaching and learning process. |
