Asyti Febliza, Asep Kadarohman, Siti Aisyah, Norazilawati Abdullah, Susilawati
Organic chemistry is a cognitively demanding subject with persistently low student achievement. This review aimed to identify instructional strategies and educational technologies used to improve learning outcomes in organic chemistry across educational levels and learning environments. A systematic review of 40 experimental studies (2014– 2023) was conducted using PRISMA guidelines. The analysis revealed that group-based learning, such as cooperative and problem-based learning, is the most frequently used instructional approach to enhance academic performance and retention. Task-based and individual learning strategies were also reported but less common. E-learning technologies were most widely used in high school and classroom settings, while multimedia tools were more prevalent in higher education and laboratory contexts. Representational competence was primarily supported through the use of models. The findings suggest that instructional methods and technologies should be aligned with students' learning needs, content complexity, and context. These results offer practical guidance for improving cognitive outcomes in organic chemistry education. © 2025 Fırtına Akademi A.Ş. All rights reserved.
Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Indonesia; Faculty of Human Development, Sultan Idris Education University, Malaysia; Faculty of Teacher Training and Education, Universitas Riau, Indonesia
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