The research uses a Research & Development (R&D) design with the ADDIE development model, which includes the stages 1) Analysis, 2) Design, 3) Develop, 4) Implement, and 5) Evaluate (Branch, 2009). Product eligibility criteria are seen from validity, practicality, and effectiveness (Creswell, 2012); (Rosalina Rawa & Sutawidjaja, 2016); (Singer & Nielsen, 2012) . In addition to research products, several data are also targeted, such as interest analysis, initial knowledge analysis, learning outcomes, and feasibility test data.

The research sample is chemistry education students from the 2021 and 2022 intakes contracting the chemistry school two course and chemistry learning media. The selection of courses is considered appropriate for implementing research, especially for the products being developed. Data collection techniques use questionnaires, observation, and documentation techniques with variations in quantitative data analysis. Other explanations in the research are explained at each stage of the ADDIE model adopted,

including the data and analysis used.

The initial stage of ADDIE is “analysis”. At this stage, the researcher already knows the learning objectives of each course in the lesson plan document they have. The stages needed are conducting a needs analysis, such as initial knowledge and interest analysis. Initial knowledge analysis uses test techniques in the form of dichotomous or multiple-choice format questions. Initial knowledge analysis uses the Rasch model by covering several criteria: MNSQ, SZTD, and PT Mean-Corr (Sumintono, 2018; (Sumintono & Widhiarso, 2015)). This criterion aims to check the suitability of items that do not fit (misfit items) and the participants (person fit). The following criteria are referred to(Sumintono & Widhiarso, 2015) :

For interest analysis, interest data were collected using a questionnaire technique using various statements taken from (Barke et al., 2012). The statistical approach is a data analysis technique used to determine student interests (Kyriazos & Stalikas, 2018)(Wright & Masters, 1982). The next stage is "design", where researchers design various components involved in learning, especially teaching materials, which are the main products of the research. In this stage, prototypes of teaching materials and "graduate learning outcomes" are produced in each course subject of research implementation. The next stage is the "development" stage, where the designed product (teaching materials) is validated or tested for feasibility by several experts. Each expert is given a validation sheet to fill in and is provided with information.

For validity and practicality, using the assessment approach from (Borich, 1994) to determine the level of feasibility of the product obtained, with a percentage of agreement = it is said to be good if it has a reliability coefficient ≥ 0.75 or ≥ 75% (Siagian et al., 2023; Susantini et al., 2022). Then, proceed to the "implementation" stage, where the interest-based learning scenario has been designed, especially the teaching materials that can be used by teachers in the implementation of the selected courses. The next step is "evaluation," where the implementation results in the previous stage are analyzed based on the effectiveness aspect. This aspect analyzes student learning outcomes consisting of assignment scores, midterm exams, and final semester exams. A statistical approach is also used to recapitulate learning outcomes.

The research results show that teaching materials have been developed through the ADDIE development model, especially in obtaining feasible criteria for the developed teaching materials. The following are the results of each ADDIE stage and a discussion of the findings obtained.

The results of the initial knowledge analysis with the Rasch model show that there are students with high abilities and others with low skills. This data is supported by Figure 2below, which is the variable maps graph (Almubarak et al., 2023) . The left side is the student response pattern, while the right is the distribution of item difficulty levels. The code "#" indicates 3 (three) students, and the sign "." indicates 1 to 2 students. This means that if the code is lined up like "###.", then the code indicates > 5 people, indicating equality of ability (person measure).

Logit is a logarithmic transformation of the probability of a person's success in answering an item based on the suitability between the student and the difficulty of the item (question). Positive and high logit values indicate that the student can answer questions well. At the same time, the item is considered to have the highest difficulty level.

Figure 2 above shows the code "." On the left side (person) is the student with the highest ability with code 127P12B and a logit value of 2.52, while students 030P10B and 059L11B, logit value (-3.27) are students with the lowest ability. On the other hand, questions with a high level of difficulty have a logit value of 1.92 (Q16 is question number 16) on the right side of the image. Then, question number 8 or Q8, is the question with the lowest difficulty level (logit value = - 1.63), meaning that question Q8 is the easiest to answer (Almubarak et al., 2023). Students have different cognitive abilities, so this data is used to design learning.

In addition to the Rasch model data, the results of the interest analysis were also obtained at this analysis stage. For interest in the context of "everyday life", the topic of food has the highest percentage of 90%. In comparison, students tend to dislike the discussion of "alcohol", with a percentage of only around 2.5%. The topic of drinks and cosmetics has the same rate, which is the second highest at 71.30%, while the topic of "actions to improve the environment" has a percentage of almost 60%. Other issues, such as fertilizer, cement, fuel, cleaning powder, and bathroom cleaners, have a rate of no than 10%. Statistical data on the "everyday life" aspect shows that students prefer discussing "food" over other topics. Thus, food can be an initial analysis for implementing learning as a project idea.

Next, the aspect of "nature and environment", the most popular topic is waste management, with a percentage of 71.30%. In comparison, acid rain is the topic with the lowest percentage of 2.50%, meaning that the topic of acid rain tends to be disliked by students. The next topic is "chemical processes," which has several topics. Based on the analysis, textile colouring has the highest percentage of 64.20%, while glue has the smallest percentage of 8.60%. In addition, rocket engines, fuel cells, photo production, and blasting or explosive processes have 30-50% percentages. Other topics, such as batteries, metal alloy processes, and galvanising, have percentages below 25%.

Data on the topic of "chemical industries" shows that drugs have the highest percentage of 80.20%. In comparison, the smallest percentage, 22%, is the topic of steel and metal, meaning that drugs are the most popular topics for students to discuss. Topics that have a percentage below 50% are gasoline and diesel, sulfuric acid, sugar, salt minerals, plastics, and paint (except steel and metal). In comparison, paper and wood are topics that have a percentage of 51%. Regarding interest, drugs are the main point when working on research projects because this topic is very relevant to human activities. Thus, the results of the interest analysis presentation obtained can be used as a basis for assignment formats, including project development contained in teaching materials.

The implementation plan for the development of the product is for the chemistry learning media and school chemistry two courses. This course is appropriate because it has the potential to accommodate skills relevant to the 21st century in chemistry education, namely problem-solving skills, collaboration, and creativity. These skills are essential to equip students with analytical and innovative skills in responding to learning challenges in the digital era. The teaching material-based project is designed to help students align pedagogical skills with modern learning needs. In this context, prospective teachers must understand the science content (chemistry) and the ability to use technology in the learning process. This approach emphasizes that each course learning objective is achieved optimally by promoting meaningful and contextual learning experiences.

The results of the previous analysis showed that students at the middle level have different levels of cognitive ability. Some students have low ability levels, while others are at the medium level. From the graph (analysis stage), one person has the highest ability level. From the item aspect, only a few students can answer the most difficult items, while most students can access items with a low difficulty level. A holistic and adaptive teaching approach is needed to accommodate student differences. Thus, teaching materials are designed to bridge this gap, ensuring each student has a relevant and meaningful learning experience.

The results of the interest analysis also show several hats with the most extensive presentation, namely food at (90%), while the smallest is 64.20% (textile dye). Other data also shows 72% for paper recycling, glass, etc., and medicines at 80.20%. However, other topics must also be considered to make the project work more varied for each student. Interest analysis is carried out on college students, while cognitive analysis is done on high school students. The goal is to discover each group's preferences and learning needs and adapt to individuals' mental abilities and interests. Therefore, the teaching materials developed attract students' interest and challenge them cognitively, especially as future teachers.

Learning objectives are certainly the primary reference when developing this teaching material. Learning outcomes use the 2 courses mentioned earlier. The following are the learning outcomes in question.

Learning outcomes of the “School Che- mistry 2” course

a. Able to apply didactic-pedagogical con- cepts and principles as well as chemical science by utilizing science and techno- logy to plan, manage classes, implement and evaluate learning innovatively

b. Mastering didactic-pedagogical-chemi- cal concepts and principles to support professional duties as educators

c. Making appropriate decisions based on the assessment of material characteristics (content knowledge), student characteris- tics, methods, models, approaches, strate- gies and media that are appropriate to be applied actively and innovatively in the learning process in each educational unit

Learning outcomes of the “Chemistry Le- arning Media” course

a. Able to analyze, synthesize, and evaluate problem-solving of various material cha- racteristics (content knowledge), pedago- gical theories (pedagogical knowledge), and ICT (technological knowledge) and their applications for chemistry learning innovation

b. Identifying problems and determining al- ternative solutions based on theories and research findings, as well as designing and implementing them in chemistry edu- cation research

c. Applying digital competencies in che- mistry learning and relevant daily life

d. Integrating chemical concepts, chemical pedagogical knowledge, curriculum, me- thodology, media, evaluation, manage- ment class, and ICT in chemistry learning (TPACK-technological pedagogical and content knowledge), solving chemistry education problems

e. Internalizing academic values, norms, and ethics

The learning outcomes in the above cour-ses are components adapted to the teaching materials developed, including considering the results of the previously conducted needs analysis.

The development stage is a continuation stage after the previous design stage. In the research context, this stage includes the revi- sion process, instrument validity analysis, and determination of learning concepts in imple- menting products, including selecting lear- ning models, methods, approaches, media, etc. In addition, the selection of validators is based on expert expertise, so the criteria for eligibility are expected to be met in the deve- loped product. The following are the results obtained at the development stage.

Validity refers to the suitability, mea- ningfulness, truth, achievability, and functio- nality of an instrument or procedure based on the research design (Muntholib et al., 2018); (Nur Azizah et al., 2022); (Sofnidar & Yuliana, 2018). The validator selected is a validator who has an educational background that is re- levant to the context of the module deve- lopment being carried out. The validator se- lected is a lecturer with a background in analytical chemistry and chemical education.

The purpose of practicality is to deter- mine to what extent the materials contribute and change students' mindsets in constructing their knowledge. The expected understanding is that students are aware of the presence of science in human life. Implementing the pro- duct can be one of the benchmarks for the suc- cess of the developed teaching materials.

The image above shows that the ability of teachers to manage learning with the develo- ped design is considered "very high", with a total presentation of around 94%. At the same time, other assessments, such as introduction, core, and closing, each have a percentage of 100%, 75%, and 100%. Thus, the expert shows that classroom management by tea- chers using interest-focused teaching material products is stated to be appropriate and accor- ding to plan.

In practice, students make presentations on their projects, primarily related to the inte- rests chosen from the needs analysis results. This presentation aims for students to discuss and criticize each other's project results. Cri- ticism of the discussion that occurs can trigger a paradigm shift related to the context being discussed/presented. Paradigm improvements certainly have an impact on student's mental structures and models. Thus, students experi- ence a cognitive transformation that ends in the growth of a scientific mental model. Be- low is a description of students' implementa- tion of interest-based learning, accompanied by observers as objective assessors. This pre- sentation discusses how industries such as "The Banjarmasin-Sasirangan typical cloth" are discussed chemically and culturally. This project is termed "#self-developed project", meaning finding an understanding of science through the study of tradition. Tradition/loca- lity is also involved in this teaching material, with a science-based discussion. This is also relevant to the study of international science standards, which discuss the context of sci- ence and society in learning (N.G.S.S., 2013) . This project allows students to deeply examine the role of science in society.

Students also presented another project called #EducativeCampaign, which used their social media as an educational campaign. This project was inspired by the University of Stanford's findings on Generation Z, which state that young people today are very active in using technology, including social media (DeWitte, 2022) . This project is considered a student response to the digitalization era and their preparation for facing global challenges, especially in teaching and learning. This pro- ject is carried out individually with the intention of training students' problem-sol- ving abilities in analyzing and synthesizing various literature integrated into the project. This project is also a medium for cognitive transformation for students (prospective tea- chers) so that they gain scientific knowledge related to chemistry and new paradigms (DeWitte, 2022); (Obreja, 2024); (Recuero, 2024); (Rui et al., 2017); (Taylor & Sobel, 2011); (Trilling & Fadel, 2009) .

Criticism and input from fellow students, materials for each individual/group that pre- observers, and lecturers become reflection sents. The projects are expected to produce knowledge and construct students' mental structures and models to find meaning in the context discussed and studied. Thus, implementing teaching materials in the learning process is considered successful in producing thinking based on interest analysis. The projects worked on also represent the learning achievements of graduates, who are the primary targets.

This evaluation shows the impact of interest-focused teaching materials and the student's journey in the ongoing learning process. The effect can be seen in the learning outcomes, such as the cognitive learning outcomes obtained by students. The graph below summarises the cognitive learning outcomes of Chemistry Course 2 and chemistry learning media, which are presented in a range of 0-100 based on assignment scores, midterm exams (ME), and final semester exams (FSE). In the chemistry learning media course, there was an increase in assignment scores of almost 73, ME around 80%, and FSE above 82. These results indicate that the learning methods, including developed teaching materials, are effective.

In contrast, for Chemistry course 2, the initial performance obtained a high score with an average assignment of around 80, which then increased in the ME to around 82 but decreased to around 75 in the FSE. These results indicate that students' cognitive performance is hampered. Thus, interest- focused learning tends to be more effective in media courses than in chemistry school 2. However, an in-depth evaluation of the various attributes in the implementation of learning is needed.

In addition to learning outcomes, the evaluation also reviews the feasibility of teaching materials based on the validity, practicality, and effectiveness tests of teaching materials. For validity, "teaching material format and material presentation support" have a validity value of 100%, while others are not below 75%. For practicality in the "Textbook Implementation" aspect, it shows that the teaching materials are declared practical with all criteria values above 82%, such as learning structure, social interaction, reaction principles, and support.

Then, the practicality for the "Teacher's Ability to Manage Learning" aspect has met the criteria with each value in the feasible range, namely 75% - 100%. For effectiveness, it also shows that student learning outcomes have increased, although, in the school chemistry course, there was a decrease in the final exam score. However, the teaching materials developed can provide innovation in chemistry learning. Thus, the teaching materials are declared feasible for use and implementation.

Research confirms that interest-based teaching materials have a significant influence on increasing students' intrinsic and cog-nitive motivation towards chemistry material. These results follow the study by (Barke et al., 2012), which showed that invol-ving "interest" in learning not only encoura-ges participants psychologically but also sup-ports the improvement of participants' scien-tific mental structures and models. For example, interest analysis shows that students have a high interest in topics that are closely related to their lives, such as food (90%), cosmetics (71.3%), waste management (71.3%), and other topics contained in the subject of in-terest. This finding supports previous studies that increasing intrinsic and cognitive motiva-tion is influenced by studies that are relevant and related to aspects of participants' lives, in-cluding obtaining meaningful learning experiences (Carle et al., 2020)(Espinosa et al., 2013)(Suja et al., 2020)(Dinther et al., 2023).

Learning references that are directly rela- ted to the lives of participants are evident in the context of this study. The experiences and learning outcomes obtained show that the tea- ching materials are effective in improving and deepening students' understanding of chemis- try so that the nature of abstract material be- comes very applicable and interesting. For example, the project that was worked on (#self-developed project), which integrates local traditions, has provided space for stu- dents to relate chemistry to the socio-cultural context. These results align with (Mezirow, 1997) thoughts, who emphasized the importance of participants experiencing a cognitive transformation to construct new pa- radigms through meaningful learning. In ad- dition, the #EducativeCampaign project shows that integrating technology, such as so- cial media, supports students' interest-based learning experiences (Barke et al., 2009) (DeWitte, 2022); (DeWitte, 2022). This project also trains skills needed in the 21st century, such as cri- tical thinking (Easa & Blonder, 2024); (United-Nation, 2023), problem-solving (Asmussen et al., 2023); (Hunter et al., 2021), representation (Barke et al., 2012); (Keiner & Graulich, 2021); (Parobek et al., 2021), and mental model refinement (Barke et al., 2012); (Havsteen-Franklin et al., 2023).

In terms of implementation, several gaps are obtained in this research, which certainly need attention. First, the results of the analysis of non-dominant interests, such as acid rain (2.5%), textile dyeing (64.2%), fuel cells (35.80%), plastic (37%), and bathroom clea- ners (7.5%), also emphasize the need for fle- xible and accommodating teaching materials to the very diverse preferences of students. Second, cognitive learning outcomes (average final exam score = 74.91) in the chemistry course of school 2 have decreased. These re- sults indicate obstacles in the student learning experience, including in working on projects. Therefore, adaptive learning is needed to meet the needs of inclusive students. Third, the im- pact of implementing learning with interest- based teaching materials still needs to be ex- plored, especially the long-term effect on stu- dents' thinking skills, especially in solving problems through projects. Problem-solving skills are essential for students in chemistry learning to build scientific understanding and improve mental models (Asmussen et al., 2023);(Barke et al., 2012); (Hunter et al., 2021) .

Research shows that empowering interests can strengthen teachers in teaching students, where previously "interest" was the orientation with technology integration (Prameswari et al., 2024). Some studies use interventions, including digital features, to influence or increase participant interest; this research uses interest as a basis for developing teaching materials to improve student understanding of a material (DeWitte, 2022); (Kwarikunda et al., 2020); (Lin et al., 2013); (Prameswari et al., 2024). Other research also shows that participant motivation is influenced by interest (Kwarikunda et al., 2020),(Kwarikunda et al., 2021), while the results of this research empower interest to impact student motivation, especially intrinsic motivation. Thus, teaching materials based on needs (interest) analysis can strengthen students' thinking skills such as critical thinking, self- efficacy, perspective, and problem-solving (Bammer et al., 2023); (Barke et al., 2012); (Kwarikunda et al., 2020); (Phuong Dung et al., 2023); (Wang & Lewis, 2020) .

This study offers a new concept, especially in the context of developing interest-based teaching materials, where previously, several chemistry education studies focused on developing thinking skills in higher-level materials (Atkinson et al., 2020); (Frey et al., 2020); (Frost et al., 2023); (Mattox et al., 2023). The development of measurement tools also tends to be recommended by several studies for those who have difficulty levels and cognitive levels of students (Asmussen et al., 2023); (Wackerly, 2021), including the integration of several scaffolding interventions, coordination classes and other strategies (Bammer et al., 2023); (Braun & Graulich, 2024); (Dood & Watts, 2022); (Du et al., 2022). Therefore, this study is one of the essential references for teachers in supporting students' cognitive development as a basis for improving the structure of mental models through interest (Barke et al., 2012) . The study results emphasize the importance of transformation for students to gain perspectives and in-depth knowledge based on learning experiences that support students' interests and needs (Barke et al., 2012) (Easa & Blonder, 2024); (Mezirow, 1997) .

In practice, implementating interestbased projects emphasizes that chemistry learning is theoretical and applicable because it relates students' lives. The projects that are carried out also show that chemistry can be adapted in various contexts, including sociocultural ones. In addition, the project work reflects how students' skills in using technology as a provision for designing creative and collaborative learning when they become teachers. Thus, this research has a strong foundation for building intrinsic motivation, mental models, and skills that are relevant to the 21st century theoretically and practically.

The research results show that interestbased teaching materials impact students, especially in the pattern of learning outcomes obtained. The structure of the teaching materials includes general material on the importance of interest and examples of chemical materials with a contextual approach. Contextual refers to the discussion of current issues and their relationship to human life, which is also taken based on interest analysis. In other words, the results of the interest analysis are used as the basis for developing case examples in the teaching materials, which students themselves then develop through various projects in class. Improved learning outcomes, project results, and cognitive development reflect that students have experienced a transformation of mental models. Although the growth is not yet fully optimal, this teaching material provides new literacy for students as prospective chemistry teachers.

In the context of Discipline-Based-Educational Research (DBER), this research shows the need to identify the effectiveness of learning at the tertiary level, especially in chemistry education (Singer & Nielsen,). Many materials in chemistry education courses still need to be updated to teach students various concepts. Empowering interests as a basis for designing learning is a strategic step to improve students' conceptual understanding and strengthen their mental structures and models (Barke et al., 2009)(Barke et al., 2012)(Singer & Nielsen, 2012). This research can also be used by students to be imitated both theoretically and practically from the trial results. This utilization has the potential to help students prepare themselves as prospective teachers in the future. Examples of projects in teaching materials are a medium for students to adapt to various global challenges that are increasingly complex and interconnected (DeWitte, 2022)(King, 2012)(Rahiman & Kodikal, 2024).

Several limitations in this study need attention. First, the topics discussed in class are only statistically dominant, so variations in other issues are still challenging to implement. Second, the holistic achievement of interest-based learning has not been evaluated in depth for long-term needs. Therefore, further studies are needed to determine how much this approach fully supports students' thinking skills, especially problem-solving skills. Third, the decline in students' cognitive learning outcomes in the chemistry course of school 2 indicates that additional strategies are needed to support the application of com-plex chemical concepts, but are understood in depth. Fourth, the samples used were only two courses, so the results obtained are not strong enough to be generalized because the applica-tion to other classes will likely experience dif-ferent results. However, this study significan-tly contributes to the development of interestbased teaching materials. This contribution is a strategic step to equip students to face increasingly complex and connected global challenges.