This study aimed to (1) develop and validate a multiple-choice chemical literacy test instrument (MC-CLTI) on chemical kinetics especially on knowledge and competency aspects and (2) conduct a small survey on chemical literacy of first year chemistry students. The development of the instrument involved expert consultation and judgment, validation, and twice trials. The first trial involved 119 first-year chemistry students of regular classes to capture the feasibility of MC-CLTI development. The second trial involved 197 first-year chemistry students, both regular and bilingual classes, to analyze the validity and reliability of the developed instruments. The final form of MC-CLTI consists of 30 valid and reliable items (Cronbach's Alpha coefficient = 0.744). The survey was conducted to 71 first-year chemistry students of bilingual classes after they received chemical kinetics lessons conducted using the expository instruction approach. The result showed that the respondents' average chemical literacy score was 63.24 (satisfactory). The implication from this study was discussed.

Problem solving skills are important to have in the 21st century. In the online learning period, students are required to be able to learn independently from home. However, in fact the motivation of students' learning has decreased. To facilitate students' self-learning during online learning, improving learning motivation and problem solving skills, teachers need to provide interesting learning materials. Therefore, this research aims to develop self-learning materials in the form of problem based learning e-module flipbooks on Environmentally Friendly Technology materials. This research is research and development with Lee Owens development model namely analysis, design, development and evaluation. The data collected in the form of qualitative data in the form of comments and suggestions validators and quantitative data in the form of validation scores of material experts, media and readability. The data collection instruments used are material expert validation test sheets, media experts, teachers and readability tests. Data analysis techniques are descriptive analysis. The results showed that the e-module flipbook developed has a succession of feasibility percentages from the validation tests of material experts, media experts and teachers, namely 84.03, 84.62 and 95.00%. Meanwhile, the percentage of readability tests to students was 87.81%. Teachers and students showed a response that the developed flipbook was interesting and suitable for self-learning during the pandemic. It can be concluded that, the e-module flipbook developed falls into the category of very valid (worth using) and excellent. It is expected to test the effectiveness of flipbooks to learning and develop flipbooks for other materials

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Alternative conception is students' conception of scientific concepts that are inconsistent with the conception of scientists. Various studies show that alternative conceptions of chemical concepts occur in students, including acid-base concepts. Various identification of alternative conception methods have also been developed, including a simple multiple-choice diagnostic test. Although not too accurate, simple multiple-choice diagnostic test is easy to develop, use, and analyze, but useful enough to identify students' alternative conceptions. The aims of the study are to develop a valid and reliable simple multiple-choice diagnostic test instrument of acid-base concepts and to identify alternative conceptions of 11 th grade students and first year university students of Chemistry Program. This descriptive research design was conducted in two stages 1) development of valid and reliable of simple multiple-choice diagnostic test of acid-base concepts and (2) identification of students' alternative conceptions. Analysis of instrument validity and reliability was performed based on response of 184 students of 11 th grade students and 133 first year university students of Chemistry Program who had studied acid-base concepts before. While the identification of students' alternative conceptions was conducted to 59 students of 11 th grade and 40 first year university students of Chemistry Program. Analysis to response of 11 th grade students indicate that 8 of the 25 test items of the acid-base concepts developed in this research were invalid. Five invalid items that have a negative or very low Pearson correlation coefficient were removed, the rest having better Pearson correlation coefficient refined and used to identify students' alternative conception. The final version of the instrument has a Cronbach's alpha reliability of 0.537 (medium grade) for 11 th grade students and 0.470 (upper low grade) for first year university students. The results of the data analysis show that the alternative conceptions of acid-base concepts occurring in the 11 th grade students are more extent and intense than that occurs in the first year university students of Chemistry Program. These can be caused by the difference of age, concept ecology, learning motivation, learning fidelity, and discipline background between 11th grade students and first year university students of Chemistry Program.

This study aimed to develop and validate Scientific Argumentation Skills Test (SAST) and investigate the 11th-grade students' performance in scientific argumentation skills on acid-base chemistry. The research design used was research and development, followed by descriptive research. Research and development were carried out to obtain an instrument of SAST, and descriptive research was used to describe students' argumentation skills in acid-base chemistry. Participants in this study were 328 11th-grade students of state high schools in East Java, Indonesia. The research and development of SAST consisted of five steps, namely literature review, items development, expert judgment, pilot project, and finalization of instruments. Expert judgment involved three chemistry education experts, while the pilot project involved 151 students, and the identification of students' scientific argumentation skills involved 177 students. Data about expert assessments, student responses to the pilot project, and student answers to the application of SAST were analyzed descriptively. The SAST produced in the research and development steps consisted of parts A (10 items) and part B (7 items), with Cronbach's alpha reliability coefficients of 0.888 and 0.758. The students' performance in scientific argumentation skills showed that the average score of students' performance to determine the argument's components was 80.53% (excellent category). The average score of students' performance to write an argument was 55.42% (moderate category). The implication of the study that the students' scientific argumentation skills must be explicitly trained in learning.

Scientific inquiry is a part of scientific literacy which is probably one of the main goals of science education. This paper reports a preliminary study on chemistry teachers’ understanding about scientific inquiry carried out using a Questionnaire of Views about Scientific Inquiry (VASI) with background of chemistry knowledge. Sample of the study is 32 chemistry teachers of senior and vocational high schools. Results showed that (1) the chemistry teachers held more informed views than science teachers reported in the previous study and (2) the pattern of chemistry teachers’ understanding about aspects of scientific inquiry is the same as senior high school students’ understanding. These indicate that (1) the complexity of leraning material people learned may be influences their inference ability and (2) the first year university chemistry students’ understanding of scientific inquiry are the strengthening of the perception they get from their teachers when they were school students.

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