Abstract
Chemistry has an important role in global challenges. Chemistry learning has not integrated an interdisciplinary approach to improving students' chemical literacy, enabling them to provide solutions to socio-scientific and environmental problems through the application of chemical concepts. This study aimed to determine the effect of the socio-scientific issues-based challenge strategy on students' chemical literacy. This study used a quantitative methods design with an embedded model. The sample consisted of tenth-grade students of SMA Negeri 1 East Halmahera in the 2025/2026 academic year from two sample classes. The experimental class was taught with the socio-scientific issues-based challenges strategy, while the control class used conventional learning. The research instrument was a multiple-choice chemical literacy test with a content validity of 82.02% and a Cronbach's Alpha reliability coefficient of 0.983. The results showed that there was a significant difference between the literacy of students from the two research classes (ɑ = 0.05), and quantitatively and descriptively, the chemical literacy of the experimental class was higher than that of the control class. The socio-scientific issues-based challenge strategy has positive implications for student learning in and outside the classroom, positive implications for student skills, and contains socio-scientific and environmental contexts that have positive implications for the meaning of learning.
Publisher
State University of Malang (UM)
Recommended Citation
Naim, Suratman S. and Kolo, La
(2025)
"Socio-Scientific Issue-Based Challenge to Students' Chemical Literacy,"
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan: Vol. 10:
No.
10, Article 5.
Available at:
https://citeus.um.ac.id/jptpp/vol10/iss10/5
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons