Chemical literacy is an ability that is important for students to have in the current educational era. This study aims to measure the ability of chemical literacy of high school students by using questionnaires and questions through investigation. This research was a qualitative descriptive study with samples engaging 100 students from Surakarta and Boyolali High Schools. This study investigated the achievement of the ability of chemical literacy of high school students in class XI and XII for the material of electrolyte and non-electrolyte solutions. The measured chemical literacy abilities included: a) nominal literacy (recognizing the concept of chemistry); b) functional literacy (defining key concepts); c) conceptual literacy (using chemical understanding to explain the phenomena of everyday life); and d) multidimensional literacy (using the understanding of chemistry to analyze information provided in short articles or other reading sources). The test instruments used were questionnaires, choice questions, and open-ended questions supplemented with interviews to obtain the data on the concept of students’ chemical literacy. The results of the study found that students were able to explain the concept of chemistry at the macroscopic level, but in the submicroscopic level the students’ ability was still low. This showed that students’ chemical literacy skills at the conceptual level and multi-dimensional literacy were still less. The findings of this study can help design learning strategies and teacher readiness in supporting students to develop students’ chemical literacy skills.
Measuring students’ conceptual understanding is a challenge for teachers. Teachers usually use open-ended instruments to measure students’ conceptual understanding in depth. However, this instrument is considered highly subjective in the assessment and requires a relatively long time to check the answers. Computerised Testlet instruments developed by combining the advantages of open-ended and closed-ended instruments are deemed the solution to these problems. This study, therefore, aims to analyse the quality of the Computerised Testlet instrument psychometrically. The Rasch analysis model with Winsteps software was used in this study. A total of 10 Testlet items with three supporting questions were developed on the topic of stoichiometry. A total of 413 students (N = 413: 236 female, 177 male) from three different schools took tests on stoichiometry using the Testlet instrument, which was provided through a web developed previously (computerised). Rasch analysis model helped psychometric analysis regarding reliability, linear validity of students’ knowledge, and difficulty of items. This study reveals that Computerised Testlet able to identify students’ thinking processes. Besides, the psychometric analysis results showed that using Testlet to measure conceptual knowledge had good unidimensionality and reliability; it could be used to measure stoichiometric conceptual knowledge. Some questions needed to be revised as they proved unable to distinguish between high and low students’ conceptual knowledge; in general, the instrument could be used and provided a good function in analysing conceptual knowledge on the topic of stoichiometry.
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