Di abad 21 kemampuan literasi sains sangat penting dimiliki bagi calon guru. Pentingnya literasi sains karena dapat meningkatkan cara berpikir seseorang yang disebut dengan melek sains, dan dapat menjawab permasalahan zaman. Penelitian ini bertujuan untuk mendeskripsikan profil kemampuan literasi sains mahasiswa calon guru pendidikan kimia pada aspek pengetahuan di Universitas Musamus. Metode yang digunakan deskriptif kuantitatif. Subyek penelitian adalah mahasiswa pendidikan kimia semester 3 dan 5. Instrumen yang digunakan 18 soal pilihan ganda yang telah divalidasi. Berdasarkan hasil penelitian dapat disimpulkan bahwa kemampuan literasi sains mahasiswa aspek pengetahuan konten sedang (N-gain 0,37), aspek prosedural rendah (N-gain -0,10) dan aspek epistemic rendah (N-gain 0,24). Secara keseluruhan aspek pengetahuan tergolong rendah (N-gain 0,228). Faktor yang mempengaruhi rendahnya literasi sains diantaranya faktor minat belajar, rasa ingin tau, kebiasan belajar, gaya belajar, minat membaca dan teknik mengajar seorang guru ataupun dosen. Upaya mengatasi rendahnya literasi sains dengan mengajarkan literasi sains secara berkelanjutan menata raung lingkup materi dan merencanakan proses pembelajaran dengan model pembelajaran yang tepat.

The aim of this research was to develop an innovative learning module electrolyte and non-electrolyte Solution and student environmental awareness. The population of the research is students grade X SMA Negeri 5 Medan, SMA Negeri 1 Percut Sei Tuan, SMA Swasta Santo Thomas 1 Medan, chemistry lecturer, chemistry teacher, and chemistry book. Trial for the module has done by giving questionnaire for standardization that assesses by the lecturer (3.72), by the teacher is (3.67), by students (3.52) all are categorized as a good module. Total average is (3.67). Total average Pretest of student achievement in High Group (HG) for an experimental class is 38.33±3.92, while in control class is 36.83±4.07. For Low Group (LG) total average of students achievement in experimental class is 25.67±6.16, while in control class is 24.83±5.29. And the average students achievement (posttest-I) in High Group (HG) using module (experiment class) 86.17±4.78 is higher than using book (control class) 82.33±2.99, while in Low Group (LG) using module 79.33±4.46 less than using book 72.17±3.42 have teaching and learning activities by using module as media (in experiment class).

This research aim to know the effectiveness of using chemsketch on the teaching molecular shape of hydrocarbon to increase student achievement. Hydrocarbon is very interesting to be discussed. Technology utilized need to solve this problem which is by using chemsketch. Chemsketch implemented by powerpoint. Research conducted in SMAN 5 Medan sample that used consists of two classes, that consist of experiment class and control class. The average pretest score in control is 33.33 and posttest score is 73.03. Percentage of passed students post-test is 69.70% from 33 students only 23students. While experiment class average pretest score is 32.12 and posttest score is 81.21. Percentage of passed students post-test is 85.71%, from 35 students only 30 students. The gain percentage between the post-test score in the experiment and the control class is 16.01%. The result showed that chemsketch with PowerPoint effective to increase student’s achievement in hydrocarbon and suitable following industrial revolution 4.0 to prepare student face globalization era education.

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The purpose of this research is to determine the ability of subject teachers in developing learning tools in the independent curriculum. The results showed that as many as 40% of teachers were proficient and 60% of teachers were very proficient in carrying out or modifying learning objectives. As many as 40% are in the poor category, namely subject teachers who have not shown understanding in understanding the concept of teaching modules, and have not been able to modify teaching modules properly according to the goals, needs, and characteristics of the school. A total of 20% were in the sufficient category, namely, the subject teachers were quite good at understanding the concept of the teaching module, and were able to modify the teaching module following the objectives, needs, and characteristics of the school but still needed intensive guidance from resource persons. While 0% are in the advanced category, namely subject teachers understand the concept of teaching modules and are able to modify teaching modules properly according to the goals, needs, and characteristics of the school, but in some aspects, they still need resource guidance, for very advanced category 0% are subject teachers really understand the concept of teaching modules and can modify teaching modules properly according to the goals, needs and characteristics of the school independently.