Chemistry in Education starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/chemined MIGRATION OFFICIAL STATEMENT HERE Chemistry in Education [P-ISSN 2252-6609 | E-ISSN 2502-6852] is issued two times per year, each of them includes articles of research and conceptual analysis results on the chemical education field. To memorize important events or agenda of institution, it is posible to publish a special issue. Abstracting & Indexing: GARUDA, SINTA
Development of E-Worksheet Problem-Based Learning Model with Ethnoscience Content to Improve Critical Thinking Skills
This study was designed as an E-worksheet model of Problem-Based Learning with ethnoscience content. The study aimed to produce a product, analyze its feasibility and effectiveness in improving students' critical thinking skills. The study included research and development (R&D) with a 3D (Three-D) design consisting of the Define, Design, and Develop stages. The research model is a quasi-experimental design using a posttest-only control group design. The study subjects consisted of 71 students from grades XI-11 and XI-12. Data collection methods included both test and non-test instruments. Data collection instruments included interview sheets, questionnaires, surveys, and assessments. Data analysis of the developed product included feasibility tests, effectiveness tests, and student responses to the E-worksheet product. The research results showed that the expert validation of the material, media, and readability test indicated that the E-worksheet product was feasible for use, with Aiken's V coefficients of 0.95 and 0.89, which are very high criteria, and a score percentage of 87.06%, which is a very good criterion. The results of the large-scale trial showed that the E-worksheet was effective in improving critical thinking skills based on the Mann Whitney test result of 0.002 < 0.05, which indicated a significant difference in critical thinking skills between the experimental class and the control class. The E-worksheet product received a very good response from students with a score of 90.48%. The E-worksheet PBL model with ethnoscience content developed is feasible and effective in improving critical thinking skills and receives a very good response from students.
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Development of a Multiple Representation-Containing Students’ Worksheet Integrated with Problem-Based Learning to Improve Students’ Critical Thinking Skills on the Hydrocarbon Topic
The goal of this research study is to develop feasible and effective multiple representation-containing students’ worksheet integrated with Problem-Based Learning that receive feedback from students. This research uses the R&D method with the 4-D research model, which includes define, design, develop, and disseminate. The feasibility of the students’ worksheet is evident through the expert validators' assessment of the material and media experts' validation sheets, with average validation results of 88.59% and 90.41%, respectively, categorized as highly feasible. Additionally, a readability test was conducted, yielding a score of 88,33%, which is categorized as “very good”. Based on the expert validation and readability assessment results, the developed students’ worksheet is suitable for teaching hydrocarbon topic. The students’ worksheet effectiveness can be seen in the Wilcoxon test results, which were obtained from the students’ pretest and posttest scores to determine if there was significant improvement in their critical thinking skills. The Effect Size test yielded a value of 0,876, indicating high effectiveness. Based on these results, the students’ worksheet is effective in improving critical thinking skills. Students' responses yielded a percentage of 85.33%, categorized as "very interesting." The results showed that multiple representation-containing students’ worksheet integrated with Problem-Based Learning content improves Students’ Critical Thinking Skills on the Hydrocarbon topic.
The Effect of the Six Thinking Hats Strategy on Student Grouping to Improve Problem-Solving Skills and Concept Mastery in Reaction Rate Material
This study aims to analyze the effect of the Six Thinking Hats strategy on enhancing students’ problem-solving skills and conceptual understanding in the topic of reaction rates. The research employed a quasi-experimental method using a non-equivalent control group design. Instruments included concept mastery tests (pretest and posttest), student worksheets (LKPD), and student response questionnaires. Data were analyzed using the Mann-Whitney U test, the Friedman test, Spearman's Rank correlation, and effect size calculations. The results showed that the implementation of the Six Thinking Hats strategy had a significant impact on the improvement of students’ problem-solving abilities and conceptual understanding, as indicated by the Mann-Whitney U test results for each LKPD (p < 0.05) and large to very large effect sizes (Cohen’s d = 1.15; 1.48; 0.56; and 2.99). The Friedman test revealed statistically significant differences in performance across LKPDs in both the experimental and control classes (p = 0.000). In terms of conceptual understanding, a significant difference was observed (p = 0.000), with an increase in Cohen’s d from 0.65 (moderate) to 2.08 (large). However, the Spearman Rank correlation test indicated no significant relationship between conceptual understanding and problem-solving ability, suggesting that individual and collaborative assessment contexts influence student outcomes differently.
Development of Problem-Based Learning (PBL) Chemistry Modules to Provide Students’ Numeracy-Literacy Skills in Materials of Colligative Property Solutions
Education is one aspect that needs to be improved in building quality Human Resources (HR). Life in the 21st century requires important skills that must be mastered by everyone, especially students, in order to face existing challenges. Numeracy literacy is part of the basic literacy in 21st-century skills that must be possessed. This study aims to develop a PBL-based chemistry learning module to equip students with numeracy literacy skills on the topic of colligative properties of solutions. The difference lies in the content of the developed module, the material, and the abilities studied, where no previous similar research has examined the development of a PBL-based chemistry learning module to equip students with numeracy literacy skills on the topic of colligative properties of solutions. In this module, PBL syntax is used as a guide in the implementation of learning (material descriptions, case studies, and formative tests of numeracy literacy), and numeracy literacy becomes a reference for the content to be included in the module. The method used in this study is the Research and Development (R&D) method. The development research conducted refers to the 4D model according to Thiagarajan, which consists of Define, Design, Development, and Dissemination. A small-scale trial involved 8 students from class XII MIPA with the criteria of having studied the colligative properties of solutions. A large-scale trial involved 36 students of class XII-E as the experimental class and 36 students of class XII-D as the control class, selected using a purposive sampling technique with consideration from the teacher. The results are: 1) the module is declared feasible with the results of media and material validity of 100% (very valid) and the results of readability and implementation getting a percentage of 92% (very good); 2) the module is declared quite effective with classical learning completion in class XII-E of 50%; and 3) the module received a positive response from teachers and students with a teacher response value of 93% and a student response value of 78%. Based on these results, it can be concluded that the PBL-based chemistry learning module is feasible and quite effective for use in chemistry learning, especially the colligative properties of solutions.
Small-Scale Chemistry Experiment in Guided Inquiry Learning to Improve Concept Understanding and Science Process Skills
This study aims to analyze small-scale chemistry in guided inquiry to improve the relationship between students' conceptual understanding and science process skills. The research method used is a quasi-experimental design with a pretest-posttest nonequivalent control group design. The sample of this study consisted of two classes: the experimental class, which used small-scale chemistry in guided inquiry, and the control class, which employed conventional learning. The instruments used included a test (two-tier test) to measure conceptual understanding and observation sheets to measure science process skills. Data analysis was carried out using normality tests, homogeneity tests, t-tests, and Pearson correlation tests. The study's results showed a significant increase in understanding and science process skills in the experimental class compared to the control class. The increase in conceptual understanding was evident from the hypothesis test, with the N-gain value of the experimental class at 0.6 (moderate) and the control class at 0.29 (low). Meanwhile, the science process skills obtained t-test results and observation sheets, with an average of "good" in the experimental class and "sufficient" in the control class. The results of the correlation test showed a significant positive relationship between conceptual understanding and science process skills, with a p-value of < 0.05. value.
A Problem-Based Learning (PBL)-Based Student Worksheet Development on Green Chemistry Topics Through experimental Activities to Improve Students’ Critical Thinking Skills
This study aims to develop a Problem-Based Learning (PBL)-based Student Worksheet on green chemistry topics through simple experimental activities to enhance students’ critical thinking skills. The development process employed the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), involving Grade X students at SMA Negeri 12 Semarang. The worksheet centers on practical experiments involving the purification of used cooking oil and the production of aromatherapy candles, aligned with green chemistry principles. Research instruments included expert validation sheets, student response questionnaires, and multiple-choice critical thinking tests. The worksheet achieved average validity scores of 99% from media experts and 90% from material experts, both of which are categorized as highly valid. Its effectiveness was evaluated through pretest and posttest assessments, revealing an increase in students’ mean scores from 70.98 to 86.26, with a normalized gain (N-Gain) of 0.58, classified as moderate to high. Furthermore, 84.40% of students demonstrated high to very high levels of critical thinking skills. Student responses toward the worksheet were highly positive, with an average rating of 97%. These results indicate that the PBL-based worksheet on green chemistry is valid, effective, and significantly supports the learning process and outcomes while fostering critical thinking, environmental awareness, and sustainability.
The Effect of Problem-Based Learning with A Culturally Responsive Teaching Approach on Understanding the Concept of Acids and Bases
Chemistry learning on acid-base material needs to be associated with the local cultural context to make it more meaningful for students. This study aims to determine the effect of problem-based learning with the CRT approach on the understanding of acid-base concepts. One of the implementations is done through the activity of identifying pH in batik coloring waste as part of the local culture around SMA Negeri 1 Juwana. The research used a quasi-experimental design with a Nonequivalent Control Group Design model. The research subjects were grade XI students, with grade XI-4 as the experimental class that received treatment in the form of problem-based learning with the CRT approach, and grade XI-5 as the control class with problem-based learning without the CRT approach. The results showed that problem-based learning with the CRT approach had a significant effect on the understanding of the acid-base concept. This is demonstrated by the results of statistical tests that show a significant difference in concept understanding between the experimental and control classes. The influence of problem-based learning with the CRT approach, based on the effect size test value, is 0.778 (medium category). Based on this, the CRT approach in the PBL model is proven to have an effective impact on students' understanding of the acid-base concept.
A Project-Based Learning Student Worksheet Based on STEM and Green Chemistry to Improve Students’ Conceptual Understanding and 21st Century Competencies
This article is a narrative review that discusses the development and implementation of a student worksheet based on Project-Based Learning (PjBL) integrated with the STEM (Science, Technology, Engineering, and Mathematics) approach and the principles of Green Chemistry to enhance students’ conceptual understanding and 21st century competencies. Today’s education faces the challenge of not only focusing on content mastery but also equipping students with critical thinking, problem-solving, collaboration, communication, creativity, and awareness of global environmental issues. The integration of PjBL with STEM and Green Chemistry offers a relevant and contextual solution for meaningful chemistry learning. This review analyzes national and international studies published between 2020 and 2025, showing that the use of worksheets based on this integrated approach can improve students’ learning engagement, deepen conceptual understanding, and foster 21st century skills. Moreover, incorporating Green Chemistry principles into learning contributes significantly to instilling values of sustainability and environmental responsibility from an early age. This article also recommends further development and empirical research to test the effectiveness of such worksheets in various educational contexts, particularly in secondary school chemistry instruction.
Design of a Chemistry Learning on Android Media (CHEMONDRO) Assisted by Articulate Storyline to Improve Students’ Motivation and Learning Outcomes in Green Chemistry
This study aims to design a creative and innovative Android-based chemistry learning media, Chemistry Learning on Android (CHEMONDRO), supported by Articulate Storyline to enhance students’ motivation and learning outcomes, particularly in the topic of green chemistry. The research employs the Research and Development (R&D) method using the Four-D (4D) development model, which was simplified into Three-D (3D): Define, Design, and Develop. The feasibility, effectiveness, and user responses toward the media were the main considerations in this study. CHEMONDRO was validated by experts in both content and media, with results showing a material expert validation score of 97.66%, media expert validation of 97.62%, and teacher validation of 92.86%, indicating a very high level of feasibility. The learning outcome improvement was analyzed using the N-Gain test, which resulted in an average N-Gain of 0.70 and 0.79, categorized as moderate and high improvement. In addition, affective and psychomotor domains of the students showed very good results. Readability testing in a small group reached 95.10%, while the implementation feasibility scored 93.89%. Large-scale student responses showed a very positive result of 94.46%. Based on these findings, CHEMONDRO is considered highly feasible, effective, and well-received as a media tool to support chemistry learning and improve student engagement and outcomes, particularly in green chemistry material.
Development of E-Module Teaching Materials Based on Socio-Scientific Issues to Improve Students’ Science Literacy on The Global Warming Topic
Indonesian education has undergone a curriculum change in the form of the "Merdeka Curriculum," where one of the challenges faced is the limited availability of teaching materials, which affects the learning process of students. Another challenge Indonesia faces is the low level of scientific literacy among students. Therefore, it is necessary to develop teaching materials in the form of an e-module based on socio-scientific issues to improve students' scientific literacy. The purpose of this study is to determine the feasibility, student responses, and effectiveness of the e-module, as well as to analyze the improvement in students' scientific literacy. This type of research is Research and Development (R&D) using the 4D development model, namely define, design, develop, and disseminate, to produce a product that is suitable for use. The developed e-module was validated by five experts and achieved a high validity level (90.3% for content and 90% for media). Student responses to the e-module showed very good results, with an average score of 60.85 for class X-3 and 61.59 for class X-4. The N-gain test showed significant effectiveness, with a score of 0.735 (high category) for class X-3 and 0.677 (medium category) for class X-4. The results of this study indicate that the socio-scientific issue-based e-module is effective in improving students' scientific literacy on the topic of global warming.
bahan ajar, e-modul, literasi sains, socio scientific issue
Chemical Bond Based E-Worksheet Design Problem Based Learning With Approaches Differentiation To Improve Learning Outcomes Student
This study aims to develop and evaluate a Chemistry Bonding e-worksheet based on Problem-Based Learning (PBL) with a differentiation approach to improve student learning outcomes at SMA Negeri 1 Ungaran. Using the 4D development model, which is limited to the Define, Design, and Develop stages, the e-worksheet is designed to meet students' needs based on literature studies and observations. This e-worksheet follows the PBL syntax, consisting of five stages, and is equipped with practice questions and a practical guide to support active learning and critical thinking skills. Validation results from subject matter and media experts indicate a high level of agreement, with a Cohen’s Kappa value of 0.853, categorized as very good. The N-Gain analysis indicates that the improvement in students' learning outcomes falls into the high category, with an overall score of 0.848. These findings suggest that the PBL-based e-worksheet with a differentiation approach is effective in enhancing student learning outcomes
Development of Ethno-STEM Test Instrument to Equip Chemical Literacy on Thermochemistry Material
Chemistry education in the 21st century demands the development of chemical literacy that not only masters theoretical concepts, but also relates science to real-life contexts and scientific thinking skills. This study aims to develop a valid and reliable ethnoscience-based chemical literacy test instrument and STEM approach on thermochemical material for high school students. The development model used is 4D (Define, Design, Develop, Disseminate). The results of observations and interviews showed the need for instruments that integrate the local cultural context, especially the practice of making pottery in Klaten, with the concept of thermochemistry. Expert validation resulted in an Aiken's V value of 0.92 (high category), and the reliability test showed a value of 0.71 (good). Rasch analysis confirmed the validity of the items and the varying difficulty of the questions. This instrument is expected to improve students' chemical literacy in a contextual and meaningful way and encourage critical thinking skills
Correlation Between Student Learning Motivation and Learning Quality on Student Critical Thinking Skill on Atomic Structure Material
Education in the 21st century demands skills that must be mastered. The skills that students must have in the 21st century are called 4C, namely critical thinking, creativity, communication skills, and collaboration. The education system in Indonesia currently implements a kurikulum merdeka that focuses on developing the character and competence of students and focuses on essential materials. This study aims to determine the correlation between learning motivation and learning quality on critical thinking skills. Critical thinking skills are one of the skills that students must master in the 21st century. This study is a quantitative model study with a survey method. The sample used in this study was 103 students from grades X-E 5, X-E 10, and X-E 11 of SMA Negeri 12 Semarang. Data analysis was carried out using PLS-SEM. The results of the hypothesis test using PLS-SEM showed that learning motivation did not have a positive and significant correlation with critical thinking skills with a p-value of 0.413. The learning quality variable has a positive but insignificant correlation with critical thinking skills with a p-value of 0.736. The learning quality variable has a positive and significant correlation to learning motivation with a p-value of 0.000.
Design of PBL-STEM E-Worksheet with Differentiated Instruction on Basic Chemical Laws to Improve Learning
Science, Technology, Engineering, and Mathematics (STEM) education has been demonstrated to effectively enhance the quality of learning. However, the implementation of PBL-STEM in chemistry instruction, particularly on the topic of basic chemical laws, has not been optimally applied. This study aims to analyze the feasibility, effectiveness, and students’ responses toward the use of an electronic student worksheet (E-LKPD). The research employed a Research and Development (R&D) methodology using the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. The subjects consisted of 33 tenth-grade students at SMA N 3 Semarang. Data analysis focused on the feasibility, effectiveness, and student feedback. The findings revealed that the PBL-STEM E-LKPD product was deemed valid by both content and media experts, indicating its suitability for educational use. The effectiveness of the E-LKPD was supported by an average N-gain score categorized as moderately effective. Significant improvements in N-gain scores were observed from pretest to posttest across all student groups. These results confirm that the integration of PBL-STEM E-LKPD with differentiated instruction is effective in improving students’ learning outcomes. Furthermore, positive student responses during the implementation of the E-LKPD in classroom settings reinforce its educational value.
Effectiveness of Problem-Based Learning Assisted by Cleo Card to Improve Motivation and Learning Outcomes on the Periodic System of Elements Material
Students still experience difficulties in understanding the concept of the periodic system of elements (PSE), as reflected in their low learning outcomes. One of the key factors influencing learning outcomes is learning motivation. Therefore, appropriate learning models and media are needed to improve both aspects. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model assisted by Cleo Card in enhancing students' learning motivation and learning outcomes, as well as to analyze the relationship between motivation and learning outcomes on PSE material. The research employed a quasi-experimental design with a non-equivalent pretest-posttest control group design. The results showed that the application of the PBL model assisted by Cleo Card significantly improved students' learning motivation (%N-gain 64.14%, moderately effective) and learning outcomes (%N-gain 68.84%, moderately effective) compared to the control class. Mastery of motivation and learning outcomes in the experimental class reached 100% and 97.22%, respectively, while the control class only reached 47.22% and 8.33%. The t-test confirmed a significant effect of the PBL model with Cleo Card on both motivation and learning outcomes (p < 0.05). Furthermore, a strong and significant relationship was found between learning motivation and learning outcomes, with a correlation coefficient of 1.00 and a significance value of 0.297.
Development of Two-Tier Multiple-Choice Diagnostic Test Instrument Based on Science Literacy on Chemical Equilibrium Material
This study aims to develop a Two-Tier Multiple Choice (TTMC) diagnostic test instrument based on science literacy to assess students' science literacy skills on chemical equilibrium material. This research employed a Research and Development (R&D) design using the 4D model (Define, Design, Develop, Disseminate). The research subjects consisted of 59 students. The developed instrument was a TTMC diagnostic test comprising 25 items. The development process included three main stages: (1) determining the scope of chemical equilibrium material, (2) collecting information regarding the use of TTMC instruments, and (3) constructing and validating the TTMC diagnostic instrument. Data were analyzed using the Rasch model, which involved expert validation, item validation, reliability testing, difficulty level analysis, item discrimination testing, and students' science literacy profiling. The results indicated that the developed instrument is valid with an average expert validation score of 102 out of 128 and a Scale-Content Validity Index (S-CVI) of 1. The reliability coefficient for the instrument was 0.73 for the small-scale trial and 0.78 for the large-scale trial, indicating good consistency. Furthermore, the instrument demonstrated good discriminative ability by categorizing students into three ability groups. The science literacy profile analysis showed that students' science literacy was in the "sufficient" category with an average percentage of 46%, consisting of content aspect (47%), context aspect (47%), and competency aspect (45%).
Development of Test Instruments Based on Critical Thinking Skills for Measuring Students' Minimum Competency in Thermochemical Materia
The changes in 21st century life force students to quickly adapt in the field of education, especially in critical thinking skills and minimum competencies. This study aims to develop a test instrument based on critical thinking skills to analyze the minimum competency level of students. The research method is Research and Development with a 4D development design (Define, Design, Develop, and Disseminate). The subjects of the study were students of class XI MIPA SMA Muhammadiyah 1 Temanggung. Data collection methods consist of observation and testing of test instrument designs. Data collection instruments use interview sheets, documentation, test instruments, expert validation sheets, and questionnaire response sheets. Test and non-test data analysis techniques are analysis of the feasibility of test instruments, validity and reliability estimation, measurement of minimum competency levels, and analysis of student questionnaire responses. The results of the observation stated that teachers had implemented the Minimum Competency Assessment test but it was not optimal. The results of the instrument feasibility study were valid based on expert validation. The validity of the questions contained one misfit question. The reliability of the questions tended to be good. The results of the competency level analysis obtained 22% proficient, 26% capable, 28% basic, and 24% need special intervention. The results of the student questionnaire responses stated that they agreed that the instrument was feasible and successful to use. The conclusion of the instrument from the development was tested for feasibility, content validity, and a positive response was obtained.
LEARNING CHEMISTRY WITH THE HIERARCHY MODE OFELECTRONIC CONCEPT MAPPING STRATEGY
An electronic hierarchy concept mapping instructional package has been designed, developed and validated, to be employed as a learning strategy for learning chemistry. This study assesses the attitude of students exposed to the strategy. Design-based research was employed using the mixed-method approach divided into two stages. In the first stage, the design and development of the package were carried out, qualitative and quantitative expert validation was done thereafter. The second stage involved the assessment of the developed package by assessing students’ attitudes to the package. Experts’ judgments revealed that the developed package meets up with the required standard of instructional design and development and is suitable for learning. The findings in this study also showed that the use of the strategy elicited a highly positive attitude from students. It can be concluded therefore, those electronic hierarchy concept mapping strategies are better innovative approaches to learning chemistry in Nigerian schools.
Electronic hierarchy concept mapping strategy, Design-based research, Mix-method approach, Design, Development, Instructional design.
Electronic Hierarachy Concept Mapping Strategy
PERCEIVED INFLUENCE OF AUGMENTED REALITY ON THE LEARNING OF CHEMISTRY OSOGBO LOCAL GOVERNMENT AREA, OSUN STATE, NIGERIA.
Augmented reality (AR) technology is becoming increasingly prevalent in chemistry education. AR is regarded as an essential pedagogical resource that facilitates the comprehension of complex concepts at all educational levels. Despite the numerous reported advantages of AR in education, research is yet to be conducted on the influence of AR on secondary school chemistry education in the Nigerian state of Osun. Thus, this study was conducted to determine the impact of an AR system used to teach secondary school pupils about material structures and chemical equilibrium on their motivation, cognitive burden, and technology acceptance. Material structures and chemical equilibrium is an essential subtopic in chemistry education, particularly for high school students; however, this can be difficult to grasp as it is abstract. Augmented Reality (AR) technology, considered an added value compared to traditional learning materials such as textbooks, two-dimensional images, and video, is one way to facilitate this learning process. A class of 14- to 16-year-old (eleventh-grade) students in the Osogbo Local Area of Osun State, Nigeria, evaluated the impact of augmented reality on chemistry learning. This study employed a mixed-methods survey research design with an ex-post facto methodology. Twenty secondary institutions in Osogbo Local Government will be chosen using a simple random sampling technique, yielding 300 pupils. The data were collected using an achievement test, a cognitive burden scale, and a semi-structured interview form. After analyzing the results, we can conclude that these students favorably viewed this augmented reality (AR) application in the learning process. Numerous students need help to comprehend chemistry's symbolic and molecular representations. This may have enhanced their comprehension of chemical symbols and concepts. In addition, the results indicate that computerized models can serve as a means for students to generate mental images.
Designing, Modeling, and Application of Virtual Reality experiment for Biochemistry
Virtual Reality (VR) is a relatively new addition to the education system, poised to become an effective complementary learning medium alongside traditional methods. VR offers an interactive experience that is particularly valuable in science education, such as chemistry, where many concepts are abstract and challenging to visualize with the naked eye. Moreover, VR systems typically require relatively technical hardware, thus limiting the risk of students becoming overly reliant on them and ensuring their primary use in educational contexts. In response to an analysis of the current trends in VR applications for chemistry education, we have proposed a novel VR system known as 'Biomolecule-VR.' This system is designed to support chemistry education by facilitating the study of biomolecules, including their conformation, structure, and function in a student-friendly way. Biomolecule-VR offers a valuable tool for educators to impart intricate knowledge about biomolecules to students, making chemistry more engaging, fostering logical thinking, and providing students with a virtual realm in which to explore and immerse themselves. The primary aim of this research is to create a tool that simplifies and enhances the teaching and learning of challenging aspects of chemistry, which are often difficult to convey through traditional teaching methods.
Analysis of Science Literacy and Chemical Literacy Content on Green Chemistry Materials in Chemistry Textbooks Class X High School in Palangka Raya City
The continuous advancement of science and technology requires 21st-century education to equip students with literacy skills. PISA results show that students' literacy skills in Indonesia are still relatively low. One of the factors influencing students' literacy skills and directly affecting the learning process is the availability of textbooks. Therefore, textbooks that can enhance students' literacy skills are needed. This study aims to examine the presence of scientific literacy and chemical literacy indicators in grade X chemistry textbooks on green chemistry material. This study uses a descriptive method with a quantitative approach. The sample consists of grade X chemistry textbooks that are most commonly used in SMA Negeri Palangka Raya for green chemistry material in the Merdeka Curriculum. The research instrument used is an identification sheet containing a table for analyzing scientific literacy and chemical literacy indicators. The results of this study show that the presence of scientific literacy indicators in both textbooks is nearly balanced. The analysis of both books revealed the average occurrence in each category: scientific knowledge (37.96%), science as a way of investigating (22.11%), science as a way of thinking (19.05%), and the interaction of science, technology, and society (20.88%). However, the presence of chemical literacy indicators in both textbooks is still uneven, with an unbalanced proportion. The analysis showed the average occurrence for each aspect: content (47.18%), context (14.10%), competence (13.69%), and attitude (25.03%).
Implementation of Guided Discovery Learning Model Assisted by Google Sheets to Analyze Interest and Learning Outcomes of Class XI Students on Basic Law of Chemistry
Various studies have shown that applying the guided discovery learning model can increase students' interest in learning, which ultimately leads to better learning outcomes. This is especially important for difficult subjects or topics, such as basic chemistry laws. Based on observations at SMA Kristen YSKI, the researcher found indications of low student interest in chemistry. This study aims to analyze students' learning interest and learning outcomes as well as the relationship between the two. The research, using an explanatory sequential design, was conducted on Grade XI Fearless and Genuine students. Data on learning interest was collected through a psychometric scale questionnaire, while learning outcomes were measured through a test, followed by qualitative data collection through interviews. The data was then analyzed using descriptive statistics and correlation analysis between learning interest and learning outcomes. The results of the study provide data on students' interest in chemistry and their learning outcomes in basic chemistry laws, including distribution and central tendency analysis. Interestingly, some students with high learning interest scored low on the test, which was an unexpected result. Interviews were conducted with these students to understand the reasons behind this outcome. Some of the reasons mentioned included difficulty adjusting after the semester break, a tight schedule of tests and extracurricular activities, and a mismatch with the applied learning model, which led to less effective learning.
Development of a Scientific Literacy Test Instrument to Identify Students' Understanding of Concepts and Misconceptions in Colloidal Systems Material
Literacy is one of the skills that need to be considered in the 21st century. This study aims to develop a literacy test instrument to determine students' understanding of concepts and misconceptions on colloidal material using a valid three-tier multiple choice test instrument based on expert validation and Rasch analysis. The research method used is 4D (Define, Design, Development, and Desimination). Research data collection techniques through observation, tests, interviews, and questionnaires. The results of Rach's analysis showed a value of 0.75 (sufficient). The quality of the developed instrument resulted in 13 valid questions. The level of difficulty obtained is 3 points of the easy category, 7 points of the medium category, 4 points of the difficult category, and 6 points of the very easy category. The highest concept understanding of students in the submaterial understanding solutions, colloids, and suspensions with a percentage of 77% and the highest misconception of students in the submaterial of categorizing experimental designs involving colloidal principles with a percentage of 38%. The results of the recapitulation of the response questionnaire obtained by 91% of students gave affirmative responses to the instrument developed. Based on the results of the study, the developed test instruments are feasible for the analysis of students' understanding of concepts and misconceptions.
The Effect of Paul-Elder Framework-Based Video-Assisted LKPD in PBL on Students' Critical Thinking Skills
Developments in the 21st century require high-quality human resources who have several abilities, one of which is critical thinking. This experimental research was conducted to determine whether or not there was an influence of video-assisted LKPD based on the Paul-Elder framework on students' critical thinking skills in green chemistry material. This research method uses quasi-experiment with one experimental class and two control classes. The population is 108 class X students at SMA Teuku Umar Semarang. Samples were obtained using cluster random sampling. The experimental class was given LKPD assisted by 2 source videos while the control class was given LKPD assisted by 1 source video. Hypothesis testing uses one way anova with a significance level of 5%. The results of the research show that there is a significant influence between 2-source video media and 1-source video media on students' critical thinking skills in green chemistry material at a significance level of 0.05 with a significance value of 0.00 or less than 0.05. Improving critical thinking skills can be achieved by utilizing video-assisted LKPD based on the Paul-Elder framework which has been proven to be influential in chemistry learning. To get better results of students' critical thinking skills and Paul-Elder performance, it is best to use LKPD assisted by 2 source video media.