Inquiry Learning Using Local Socio-Scientific Issues as Context to Improve Students’ Chemical Literacy

Abstract

This study aimed to investigate applying inquiry learning using local Socio-scientific Issues (SSI) as a context on the students' chemical literacy; in this study, using a Quasi-experimental with a pretest-posttest design. There are two classes in this study, the experimental class, and the control class. The experimental class implemented with inquiry learning using local SSI context, while the control class implemented with a scientific approach. The sample consisted of 66 students in grade XI, which was determined by random sampling. Data were obtained through the Reaction Rate Chemical Literacy Test (RRCLT), which consisted of topics about coral reefs, volcanic eruptions, tropical forests, biofuel energy sources, and medical use of alcohol. Data analysis used a Paired sample t-test, Independent sample t-test. The result showed a difference in students' chemical literacy ability before and after the inquiry learning using local SSI context implementation. There was a difference in students' chemical literacy ability between the experimental and control class. The enhancement of students' chemical literacy on each experimental class topic was higher than the control class. This study suggests that inquiry learning in the local context of SSI should be applied in schools to improve students' chemical literacy skills.

Analisis Kemampuan Literasi Dan Numerasi Ditinjau Dari Soal Akm Berorientasi Konteks Saintifik Dan Sosial Budaya Pada Materi Kesetimbangan Asam Dan Basa

“…Konteks saintifik dan sosial budaya sangat relevan digunakan dalam pembelajaran kimia yang sesuai dengan daily life peserta didik. Konteks saintifik dan sosial budaya berpotensi membuat pembelajaran kimia menjadi relevan (Zowada et al, 2020) karena membantu peserta didik menghubungkan konsep sains dan masalah sosial dalam kehidupan sehari-hari (Capkinoglu et al, 2020), serta dapat meningkatkan literasi kimia siswa (Sari & Wiyarsi, 2021). Topik atau isu sosial budaya dalam pembelajaran dapat membantu kemampuan literasi peserta didik dalam memahami informasi (Wibowo & Ariyatun, 2020).…”