STEM-based chemistry learning in a vocational context: A study of students' chemical literacy

Abstract

Currently, vocational students are required to have skills in science, mathematics, and technology to face the times. One of the abilities that can measure in the field of science is chemical literacy. Therefore, this study was conducted to describe the level of automotive engineering students' chemical literacy on the topic of hydrocarbon compounds and petroleum with the STEM approach. This research was conducted through a quasi-experimental study with a pretest-posttest design. The research sample consisted of two groups from the Light Vehicle Engineering (LVE) expertise program, 32 students as the experimental class and, 32 students the control class. The experimental class was a class that applied to the STEM approach, while the control class was applied to the scientific approach. Collected data of chemical literacy used the Chemical Literacy of Hydrocarbon Compounds and Petroleum Test (CL-HCPT) and the Chemical Literacy of Affective Hydrocarbons Compounds and Petroleum Questionnaire (CL-AHCPQ). Analysis of students' chemical literacy data using the independent t-test method and descriptive statistics technique. The result is that there is a significant difference between the average chemical literacy in the experimental class and the control group. In addition, the level of chemical literacy of students in the experimental class is better than control class. The research results can be used as consideration for choosing other chemistry lessons to measure the chemical literacy of vocational school students.