ABSTRACT
Technological advances in the 21st century and the COVID-19 outbreak have increased the urgency of integrating digital technology in chemistry learning. This article is a literature review regarding the implementation of how online chemistry learning was accomplished during the COVID-19 pandemic. A sample of 19 articles was selected through the stages of reviewing arguments and organizing studies. Based on the results of the study, this article describes (1) the portrait of online chemistry learning during the COVID-19 pandemic, and (2) how to improve the quality of online learning. The quality of online chemistry learning enables optimal learning, an atmosphere of active learning, meaningful learning, creates good teacher and student awareness, trains the necessary skills, and maintains consistent evaluation of learning outcomes. Therefore, it needs to be continuously improved.
