IMPROVING STUDENTS’ CHEMICAL LITERACY SKILLS THROUGH PROBLEM-BASED LEARNING MODELS ON STOICHIOMETRY TOPICS

This study was motivated by students'students' low chemical literacy skills and critical thinking skills. One way to overcome this problem is to actively use a learning model involving students, such as problem-based learning (PBL). This research aims to analyze the effect of PBL on students' chemical literacy and critical thinking skills. This study used a quantitative approach with a quasi-experimental method. The research design used was a non-equivalent control group design. The sample selection technique used was cluster random sampling, which was done by selecting 70 second-grade high school students. Data collection using tests with instruments in the form of essay test sheets regarding posttest chemical literacy skills with as many as seven questions and posttest critical thinking skills with as many as five questions. Data analysis techniques using non-parametric statistical tests. Hypothesis testing using the Kruskal-Wallis test. The results showed a significant difference between students taught with the PBL model and students who were not trained with the model. Applying the PBL model is proven to affect students' chemical literacy and critical thinking skills. Thus, it can be concluded that the application of PBL can significantly improve students' chemical literacy and essential thinking skills compared to learning methods that do not use the model. This study implies that problem-based learning models can influence students' chemical literacy and critical thinking skills with implementation tailored to the context and material in this study, namely reaction rates.

The scaffolding strategy is designed to address difficulties in understanding materials. By using scaffolding, it is possible to improve chemical literacy and self-efficacy. The teaching of colloidal material has not represented abstract material adequately. Therefore, to enhance chemical literacy and self-efficacy, a student-centered learning model is needed, namely the problem-based learning (PBL) model. This study aims to determine the differences in chemical literacy and self-efficacy in the scaffolding strategy with the PBL model, the relationship between chemical literacy and self-efficacy, and student responses to the scaffolding strategy with the PBL model.The research method used was quasi-experimental with a pretest-posttest non-equivalent control group design. Purposive sampling was employed for sample selection. The study used descriptive and inferential analysis, comparing dependent variables in the experimental class using the scaffolding strategy with the PBL model and the control class using the PBL model, with a sample of 73 students.The results indicate a significant difference in chemical literacy and self-efficacy between the scaffolding strategy with the PBL model and a positive response from students in terms of chemical literacy and self-efficacy after treatment. The Pearson correlation (rxy) between chemical literacy and self-efficacy was 0.674, indicating a strong correlation. The R2 value was 0.454, meaning that self-efficacy contributes 45.4% to chemical literacy. Students showed a positive response to the scaffolding strategy with the PBL model compared to without the scaffolding strategy. Therefore, the implementation of the scaffolding strategy with the PBL model can enhance chemical literacy and self-efficacy by providing students with assistance in understanding materials and problem-solving. The application of the scaffolding model in PBL activities should be modified using supportive media with characteristics similar to those in this study.

Science education, especially chemistry, emphasizes the application of science to solve problems encountered in daily life to foster chemical literacy skills. This study aims to prove the impact of socio-scientific issue (SSI) application in the problem-based learning (PBL) model on student’s chemical literacy ability on acid and base materials. This study employed a quasi-experimental method through a pretest-posttest nonequivalent control group design. Its population consisted of 11th-grade science students from one of Surakarta's public high schools in the 2023/2024 academic year. It used class XI.6 as the control class and class XI.7 as the experimental class. The sample was established using the cluster random sampling technique. Based on the analysis of the hypothesis test carried out with the independent sample t-test, the Sig. value is 0.000. The mean chemical literacy score in the experimental class is 72, whereas that in the control class is 62. The enhancement of chemical literacy in the experimental class is 63% (quite effective), while that in the control class is 50% (less effective). This proves that the effect of SSI application in the PBL Model on students' chemistry literacy ability was more significant than the PBL without SSI application

The low chemical literacy of students is caused by the lack of involvement of the socio-cultural environment in chemistry learning. Ethnochemistry is an exciting learning approach today because it can catalyze chemical literacy in chemistry education in the twenty-first century. This study aims to analyze the effectiveness of ethnochemistry using e-modules in improving students' chemical literacy competency. The research method used is quasi-experimental. The research subject is the chemistry education study program at two universities in West Nusa Tenggara. The sampling technique uses cluster random sampling to select the research sample. The sample consisted of two classes, namely class IIA (totaling 100 students), which served as the experimental group, and class IIB (which also consisted of 100 students), which served as the control group. Data collection was carried out using a chemical literacy essay test. Statistical tests, including the ANOVA and N-Gain, were used to evaluate students' chemical literacy. The results showed that 1) ethnochemistry-based e-modules have a significant effect on chemical literacy; 2) The use of e-modules in ethnochemistry can improve students' chemical literacy, especially in solving environmental problems. Thus, this research contributes to integrating E-module content with hybrid-based ethnochemistry as a 21st-century learning innovation. The implication of this study is that students' chemical literacy can be improved through ethnochemistry-based e-modules.

This study explores the effectiveness of a MOOC-based Problem-Based Learning (PBL) model in enhancing chemical literacy across three dimensions—content, procedural, and epistemic knowledge—among grade 10 high school students. Employing an explanatory sequential mixed-methods design, the research gathered data through chemical literacy tests, interviews, and observations. The participants comprised 80 students from three districts in Central Java, Indonesia. Quantitative analysis using Rasch modeling revealed a significant improvement in scores, with an average pretest score of 44.82, increasing to 66.50 post-intervention. The effect size of 1.1819 was categorized as "good," indicating the model's potential for fostering learning. However, the average post-test score remained below the minimum completion criterion of75.80. Qualitative findings highlighted weaknesses in the problem orientation stage of the PBL model, particularly in connecting students’ prior knowledge to new learning objectives. This stage is critical for setting the foundation for subsequent PBL phases, suggesting that insufficient scaffolding may have hindered optimal learning outcomes. To enhance the effectiveness of MOOC-based PBL, the study recommends restructuring the problem orientation stage to align better with students' initial knowledge levels. These findings underscore the promise of integrating MOOC-based PBL in chemistry education while emphasizing the need for refinements to address identified challenges. By bridging gaps in problem orientation and fostering deeper connections between prior and new knowledge, this approach could more effectively support the development of chemical literacy, providing valuable insights for educators and policymakers.

Scientific literacy is the ability to understand science, communicate science, and apply science skills to solve a problem. Scientific literacy skills, especially chemical literacy are things that must be possessed by students in the 21st century. This study aims to analysis students’ chemical literacy abilities in chemical bonding material. The research use quantitative approach by survey method. A total of 199 first year students from four Public High Schools were randomly selected in the school category, they have very good accreditation in the Special Region of Yogyakarta, Indonesia. Data were collected by test techniques with Chemical Bonding Literacy Test (CBLT). The instrument consist of chemical literacy ability open-ended questions with three aspects namely the context, chemical knowledge content, and Higher-Order Learning Skills (HOLS) in the form of 21 questions about chemical bond material. The analysis of students’ chemical literacy ability is done by categorizing the scores obtained from the test into the ideal ranking category. The results of this study indicate that students’ chemical literacy ability are still very low as evidenced by the results of the analysis students entered into the bad category. This study suggest that students need to be extra in develop their chemical literacy skills, especially in the aspects of connecting and analyzing scientific information.

Chemical literacy levels of engineering students in Northeastern Thailand

This study was aimed to analyze the students’ chemical literacy on context based chemical equilibrium learning. This research used quantitative approach with survey method. A total 92 students of 11th grade from two public high schools in Special Region of Yogyakarta, Indonesia were selected using the purposive sampling technique. The data were collected using open-ended questions namely Chemical Equilibrium Literacy Test (CELT) to analyze the students’ chemical literacy ability in the topics of coral reef, hypoxia, teeth enamel, and ammonia production. CELT used 3 indicators of Higher-Order Learning Skills (HOLS) on chemical literacy, namely identifying the information, connecting the information and analyzing information. Data from CELT was analyzed using ideal rating category. The result of this study showed that only one third of the sample that has a good chemical literacy ability on the context-based chemical equilibrium learning. This study suggests that the context-based learning process should be always applied to school in order to improve the students’ chemical literacy ability better.

The aim of this study was to develop students’ chemical literacy through the STEAM learning approach integrated with dilemmas stories on acid and base topics. The study was conducted in the 2018/2019 academic year and involved the thirty-six students of year 11. The research employed qualitative method to explore students’ chemical literacy through classroom observation, reflective journals, student interviews, researcher notes, and chemical literacy tests. This study used four chemical literacy components according to Shwartz et. al., namely scientific and chemical content knowledge, chemistry in context, high order learning skills, and affective aspect. The STEAM (science, technology, engineering art, and mathematics) integrated with dilemmas stories implemented through five stages, namely value reflection, problem solving, project development, monitoring and evaluation, and transformation. The overall results of the study showed that students were 8.33% at very good levels, 86.11% at good levels, 5.56% at fair levels, and there were no more students who were at poor level and very poor level. The challenges faced in this study are time management, engaging student, and public issues related to chemistry that in accordance with the topic of learning. STEAM integrated with dilemmas stories provides opportunities for students to develop chemical literacy through value reflection, problem solving, and STEAM project.

This study aims to investigate the effect of POGIL on students’ chemical literacy. The research applies a quasi- experimental design with a pretest-posttest control group design. The research subjects were two groups of 10th-grade students, the experimental group was taught using POGIL and the control class was taught using a conventional scientific approach. Students’ chemical literacy was measured using a chemical literacy test on the electrolyte and nonelectrolyte solution consisting of 25 valid multiple-choice questions with a Cronbach Alpha reliability of .75. The ANCOVA analysis shows that POGIL instruction has a significant effect on students’ chemical literacy (sig.=0.001<0.05) in which the average score of the experimental group (72.60) is much higher than that of the control group (62.27). The analysis of the strength of effect shows that the partial eta square of treatment on students’ chemical literacy is .182 (larger than the typical). These results prove that POGIL is effective in improving students’ chemical literacy on the electrolyte and nonelectrolyte solutions.

Chemical literacy is important for someone to have to understand scientific problems that occur in everyday life so that they can choose wise decisions in solving them. The objectives to be achieved in this study are to analyze the students' chemical literacy skills on acid-base material using a two-tier multiple-choice instrument SSI based. The research design used is a descriptive qualitative method. The sample in this study was taken or selected using a purposive sampling technique. Data collection techniques are used by researchers in the form of tests and interviews. The steps taken to analyze the data are data collection, data reduction, data presentation, and drawing conclusions. The results of this study indicate that 1. The results of the students' chemical literacy test on acid-base material showed that as many as 15% of students were in the high category, 62% of the students were in the medium category, and 23% of the students were in a low category. 2. Students' chemical literacy was sufficient in the aspect of content (79%), context (70%), HOTS (69%), and attitudes (66%). The sub-indicator that students mastered the most in context indicators was analyzing the strategies and benefits of chemical applications. In the HOTS indicator, the students' most dominant skills are asking questions and seeking information on chemical issues. The attitude indicator shows the lowest achievement among other indicators due to the lack of student interest in issues related to chemistry.

This research aims to determine the influence of the Read, Answer, Discuss, Explain, and Create (RADEC) model on the chemical literacy abilities of class XI students at SMA Negeri 7 Lhokseumawe through aspects of chemical literacy, namely aspects of context, knowledge, and competence. This research is Pre-Experimental Design research, carried out in the odd semester of the 2023/2024 academic year at SMA Negeri 7 Lhokseumawe. The subjects in this study consisted of 2 classes that took cross-interest chemistry lessons, namely classes XI-1 and XI-2, with 55 students. Sampling was carried out by purposive sampling. The data collection techniques and instruments used in this research were essay questions in the form of stories or literacy, totaling nine questions about reaction rate. The research results show that the t-test data on students' chemical literacy test learning outcomes has a sig. value. (2-tailed) 0.000 0.05, so H0 is rejected, and Ha is accepted. The conclusion is that the RADEC learning model influences the scientific literacy abilities of class XI students at SMAN 7 Lhokseumawe on the reaction rate material. The average value of the students' chemical literacy aspects is that the average value of the context aspect in the experimental class is 79.01, the knowledge aspect is 87.65, and the competency aspect is 60.49. The average value of the context aspect in the control class is 69.04, the knowledge aspect is 35.11, and the competency aspect is 45.83. The influence of chemical literacy abilities can be seen from the average value of students who use the RADEC learning model 76, with the good criterion being higher than students who use the conventional learning model, which is 50 with sufficient criteria.

Chemical science literacy is one of the skills that students must master in the 21st century to solve their daily lives. One of the problems students face in the Delta Mahakam area is the difficulty of getting clean water. This study aims to determine the effect of integrating knowledge in water treatment technology using the SETS approach in online chemistry learning toward students' chemical literacy skills on knowledge and context. The research used the quasi-experimental method with a research design was the post-test only control group design. The populations in this study were all 10th-grade students in SMA Negeri 2 Muara Badak during the 2019/2020 academic year, with 53 students divided into two classes. The sampling technique used in this research was the saturated sampling technique. The instrument used to measure students' chemical literacy skills in knowledge and context was a post-test in the form of essay questions. The results showed that the experimental class's literacy ability score in knowledge and content was higher than the control class. The statistical analysis results using the t-test (tcount 2,134 > ttable, 2,008; α = 0.05) indicates that the integration of water treatment technology using the SETS approach in online chemistry learning affected the chemical literacy skills aspects of knowledge and context. Therefore, the knowledge in water treatment technology using the SETS approach can be integrated with online chemistry learning to improve students' chemical literacy skills, especially in solving the problems of clean water availability in the Delta Mahakam area.

This study is driven by Indonesia’s low scientific literacy, as indicated by its PISA score. The deficiency in chemical literacy is attributed to the ineffective and limited application of learning models. Its objective is to assess the impact of the Process-Oriented Guided Inquiry Learning (POGIL) model on students’ chemical literacy regarding salt hydrolysis. Conducted in May 2023 at a public high school in Jakarta, the study employed a quasi-experimental design, randomly assigning two sample classes, XI MIPA-1 as the experimental group and XI MIPA-3 as the control group, using the flipping coin method. Each class comprised 36 students. The chemical literacy assessment utilized multiple-choice tests, and data analysis was performed via t-test. The findings demonstrated that POGIL positively influenced students’ chemical literacy in salt hydrolysis among grade 11 students, suggesting its effectiveness in enhancing chemical literacy. Consequently, it is suggested that educators adopt the POGIL model to improve students’ chemistry literacy across various chemistry topics based on these results.

Development of Pisa 2015 Based Chemical Literacy Assessment Instrument For High School Students