Abstract
This study aims to analyse the mapping of chemical literacy levels of students in class XI MIPA at SMAN 1 Lubuk Basung on thermochemical material using the Rasch model according to the scientific literacy framework adapted by Shwartz. This study is a quantitative study using a sample of 50 students of class XI MIPA. The data is obtained from a chemical literacy test, then the data is analysed using the Rasch model. The results showed that students with the highest abilities have the right answers but have not been able to define the concepts and understanding is limited, meanwhile students with the lowest ability have wrong or blank answers. Thus, it was concluded, students with the highest abilities have a functional scientific literacy level on difficult items and students with the lowest abilities have a scientific literacy level.
Highlights
Penelitian ini bertujuan untuk menganalisis pemetaan level literasi kimia siswa kelas XI MIPA di SMAN 1 Lubuk Basung pada materi termokimia menggunakan model Rasch sesuai kerangka literasi sains yang diadaptasi oleh Shwartz
This study aims to analyse the mapping of chemical literacy levels of students in class XI MIPA at SMAN 1 Lubuk Basung on thermochemical material using the Rasch model according to the scientific literacy framework adapted by Shwartz
The results showed that students with the highest abilities have the right answers but haven’t been able to define the concepts and understanding is limited, meanwhile students with the lowest ability have wrong or blank answers
Summary
Dari hasil survei yang dilakukan terhadap 87 orang peserta didik kelas XI MIPA di SMAN 1 Lubuk Basung TA 2020/2021 melalui platform Google Forms, didapati bahwa 90,2% peserta didik yang mengikuti tes menyatakan pentingnya memahami materi Termokimia yang berhubungan dengan kehidupan sehari-hari. Adapun aspek literasi sains PISA yang terdapat pada setiap butir soal literasi kimia untuk menentukan level literasi kimia peserta didik, dimana menuntut dalam empat aspek, yaitu aspek konteks, aspek konten, keterampilan belajar tingkat tinggi (HOLS) dan sikap (aspek afektif)[12]. Menurut penelitian yang dilakukan oleh Bir, et al.[9], “Penilaian kemampuan peserta didik untuk mendefinisikan beberapa konsep kimia mengungkapkan bahwa hanya sebagian kecil dari mereka yang mencapai tingkat fungsional literasi kimia, yaitu kemampuan mendefinisikan konsep dengan benar”. Analisis dengan model Rasch ini menggunakan aplikasi Ministeps Rasch[15]
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