Increasing Literacy Ability in Chemistry on A Socio-Scientific Basis

Abstract

Chemistry is one of the lessons needed as a form of learning for students in this century. Chemical Literacy plays an important role in building efforts so that students can gain knowledge about developments in the field of chemistry and so that they have the opportunity to live in modern society in this millennial century. This study aims to describe the opportunities for assessing chemical literacy and also to design education and information in the field of chemistry that is oriented toward increasing the chemical literacy side of students. The method used in this study is a qualitative approach by prioritizing the study of literature. The results of this study and research show that this method of assessing chemical literacy can use the framework of Schwartz's chemical literacy and also PISA. In learning chemistry, several aspects of chemical literacy can be optimized with learning based on socio-scientific issues where this knowledge base will have several chemistry topics that have relevance in life, especially the lives of students. And this includes the declarative, epistemic and also procedural sides. Learning with the chemical literacy system can function as a contemporary and relevant contextual determinant as well as an affective value determination. Likewise with the learning system for students who can optimize the literacy side with a socio-scientific basis in chemistry.