The ability of analytical thinking and chemistry literacy in high school students learning

Abstract

The objective in this study was to determine the analytical thinking and chemical literacy skill of senior high school students. This study was quantitative descriptive method describing the integrated skill of analytical thinking and student’s chemisty literacy. There were 185 students of 12th grade science in Kulon Progo in academic year 2017/2018 used as a sample. In this study, the data were obtained from interviewing, delivering questionnaire, and delivering test of integrated multiple choice with the number of 30 question about hydrolysis concept. The reliability of test was found to be 0.94. The integrated instrument aspects consisting of 4 indicators: explaining the phenomena by distinguishing chemistry concept, organizing chemistry problems by using chemistry understanding, analyzing the strategies and the benefits of chemistry applications, and explaining the relationship among phenomena by using chemistry concept. The result showed that the integrated ability between analytical thinking and chemical literacy ability of the hydrolysis concept of the students is 56.76%. Thus, it can be concluded that the integrated ability between analytical thinking ability and chemical literacy of the students is fair.