IMPROVING STUDENTS' KNOWLEDGE OF GREEN CHEMISTRY IN THE SCHOOL CHEMISTRY LABORATORY ENVIRONMENT

novia eka safitri

student of UIN Sunan Kalijaga 

IMPROVING THE CONCEPTUAL KNOWLEDGE OF GREEN CHEMISTRY AMONG LEARNERS IN THE SCHOOL CHEMISTRY PRACTICUM ENVIRONMENT
Student development is an important factor that a teacher must pay attention to. A teacher's correct understanding of student development enables the teacher to create learning models that suit the students. A curriculum that is sensitive to development offers learning tailored to students' needs. Learning that pays little attention to student development causes boredom or frustration among students and lowers learning outcomes. That reasoning makes information about student development part of pedagogical expertise. This article is a review that is welcomed by teachers and prospective educators, because the student development course is one of the courses offered to students entering a teacher education programme. This book was written as study material for students who want to learn about student development and plan learning according to students' needs. It takes into account a comprehensive understanding of students' needs in order to achieve quality learning goals.
Green chemistry is a paradigm that encourages the design of processes and products that minimise or even eliminate the use or production of toxic and hazardous chemicals. Green Chemistry develops innovations for chemical processes that change, add to/reduce or renew traditional chemical processes to be more environmentally and human friendly, without abandoning the principle of optimising the production process. The application of green chemistry is an important step towards sustainability (Ulfah et al., 2013). Green Chemistry thinks of chemistry as a way to save the environment from pollution. Green chemistry is not a new branch of chemistry, but a way of looking at or a strategy for using chemistry. In recent years, green chemistry has been applied in education and teaching, science and industry. 
Green chemistry is one idea for implementing the concept of green chemistry in environmental science courses for biology students, especially if chemistry is not their major. It is hoped that students will become aware of the environmental problems arising from the use of chemical products, so that they can take steps to save and protect the environment and create environmentally friendly chemical products or processes (Ulfah et al., 2013).
Chemistry is a practical science (yunita, 2005;Sandy Yudha & Marpaung, 2023). Therefore, chemistry learning in schools must be accompanied by professional work, for example practicum activities in the laboratory. Sport is the link that connects appreciation of the aesthetic aspects of chemistry, arouses curiosity about chemistry, teaches a great deal about common substances and their reactions, actively engages students and turns concrete things into abstractions. Green chemistry, also called sustainable chemistry, is used in the design of chemical products and methods that reduce the formation of hazardous chemicals. The principles of green chemistry are very important in  laboratory experiments, because  the use of chemicals can generate waste. This condition is in stark contrast to the aim of the environmental chemistry course, which is to prepare students with an environmental outlook; therefore the aim of this work is to determine the basic skills of the green chemistry concept in order to increase students' independence in a safe environment. Independent practice is very dangerous for students who do not know the concept of green chemistry. Students are involved in internship planning based on green chemistry. Prior knowledge of the concept of green chemistry is required before practical planning.
The fields of green chemistry are the minimisation of hazardous substances, the use of catalysts for reactions and chemical processes, the use of non-toxic reagents, the use of renewable natural resources, increased atom efficiency, and the use of environmentally friendly and recyclable solvents. The aim of green chemistry is to develop chemical processes and chemical products that are environmentally friendly and in line with sustainable development. 
Building a chemistry laboratory is complicated because of practical safety aspects, and chemicals are time-consuming and expensive. However, these obstacles can be overcome with the Green Chemistry Practitioner method. This method has several advantages for solving the problems mentioned above, namely that it is safe to carry out with professional personnel because the materials used are natural, it can be done anywhere and at any time, and the materials used in this practical method are cheap. Building a chemistry laboratory is difficult because of practical safety considerations, and chemicals are time-consuming and expensive. To improve the quality of education in the national education system.
Improving teacher quality is very important, because teachers are an important part of running school education. Learning is effective and efficient if the teacher understands the teaching materials well and is highly portable, and uses appropriate methods and approaches. in the national education system. Now there are various ways of learning that can be learned by all business learners. Various educational innovations have been developed to anticipate developments in science and technology. The aim of developing green chemistry-based chemistry experiments is to educate and train students to economise on the use of chemicals, replace them with safer materials and minimise the waste of training activities. 
Research and development methods were used to develop a practicum module based on green chemistry. The research and development levels consisted of needs analysis, product development and product testing. The developed training module applies three principles of green chemistry, namely waste prevention, designing safer chemicals and using safe solvents. The feasibility test results from material experts and media experts gave scores of 91,94,7% respectively. The results of the small group and large group active tests show that this green chemistry-based practicum module is feasible to be used. Students' perceptions after using the module showed positive results. The conclusion on the subjects of the feasibility test and trial results shows that the green chemistry-based chemical kinetics module meets the good criteria and the wishes and needs of students. In addition, by implementing this module, students succeeded in understanding chemical kinetics in practice by applying green chemistry principles. Up to 90% of students understood that there is a relationship between applying green chemistry principles and the paradigm of sustainable development education. The use of the green chemistry-based chemical kinetics module also saves material costs by 75% per year. (Paristiowati et al., 2019). Based on this, it is necessary to develop educational materials based on green chemistry safety issues and learning models that improve students' science literacy in the form of green chemistry for senior high school/MA.