The research focuses on the development and validation of an integrated assessment instrument to assess students' analytical thinking skills and chemical literacy in chemical equilibrium. The research consists of 5 phases ie analysis, design, development, implementation, and evaluation. The research participants were 174 students of grade 12th senior high schools in Yogyakarta, Indonesia. The participants were selected using stratified random sampling. The Integrated assessment instrument to assess students' analytical thinking skills and chemical literacy consists of 20 open-ended multiple-choice questions developed from 12 integrated indicators. Expert validation result shows that 20 questions are declared valid with Aiken's V value greater than 0.86. The result was collated and coded for analysis with Rasch model approach. 3 items (15%) were included in the very difficult category, 3 items (15%) were included in the difficult category, 8 items (40%) were included in the moderate category, 5 items (25%) were included in the easy category, and 1 question (5%) was included in the very easy category. It turns out that this instrument is capable to measure students' analytical thinking skill and chemical literacy.

The development of chemical literacy as well as critical thinking, are a prominent objective of science education and become essential skills in the 21st century. The stress has not been given to the measurement of both skills together in chemistry content in high school. Another problem shows in developing an instrument in which teachers often do not know whether the content and construct that they developed in the tool can measure the skill that supposed to be measured. The first step the teacher should do is studying the content validity when an instrument has been constructed and also psychometric testing is needed. Hence, this is addressed for exploring the content validity evidence, even assumptions for the modern theory in integrated assessment for measuring students' chemical literacy and critical thinking. Also, comparing a result of content validity and assumptions for modern theory to know which is mandatory for research instrument. The initial integrated assessment consists of 37 items. Content validity was first piloted under a review of six experts and also 133 participants involved to determine the assumptions of modern theory in integrated assessment. From this study, it can be confirmed that the development of the integrated assessment on the content validity can be used to measure 13 integrated skills of chemical literacy and also critical thinking in chemical equilibrium, and an assumption for modern theory met with the standard of the valid instrument. In general, to know the quality of the items test using more sophisticated statistical analysis, the integrated assessment is appropriate for measuring the big-scale of the paper-pencil test. The outcome of this research will help teacher/lecturer in the analysis quality of an assessment that will be used in student's evaluation

No abstract

This research is a descriptive survey research to analyze student needs for chemical literation integrated problem solving modules. The questionnaire was given to 89 active students of chemistry education at Sriwijaya University who were selected using a non-probability sampling technique. The results of the questionnaire were then analyzed using descriptive statistical tests. The results of this study indicate that students understand the qualifications needed as an undergraduate and are in the process of achieving this, and they agree to develop problem-solving integrated chemical literacy based basic chemistry modules as teaching materials that can help them to achieve the competences. Keywords: Chemical literation, Problem-Solving, Module, Chemistry

Green chemistry is an alternative solution that can be used by chemistry teachers for safe and environmentally friendly chemistry experiments in schools. This community service aims to provide training to high school/vocational high school chemistry teachers in Ogan Ilir Regency, South Sumatra to carry out simple practical activities based on green chemistry. This service activity consists of 3 main stages, namely the preparation stage, the implementation stage and the evaluation stage. The target audience for this community service activity are 24 high school chemistry teachers from Ogan Ilir, South Sumatra. And furthermore, it is hoped that chemistry teachers who attend training can guide their chemistry teacher colleagues in their place. There are 7 simple green chemistry-based practical procedures collected from this service activity. The simple green chemistry-based practicum procedures are: 1) Redox reactions; 2) Making Binahong Covid-19 Herbal Soap; 3) Factors Affecting Reaction Rate; 4) Colloid-Tofu Making; 5) Colloids - Clumping (Coagulation) of Colloidal Particles; 6) Combustion of carbon compounds (complete and incomplete combustion); 7) Freezing Rubber Sap Using Pineapple Peel Extract. Overall, the target audience has been trained to make simple practical procedures based on green chemistry. This can be seen from the materials and practicum procedures that are in accordance with the basic principles of green chemistry, namely environmentally friendly, reducing environmental pollution, not classified as hazardous materials.