The low scientific literacy index of Indonesian students is due to lack of attention to socio-cultural environment. Also, there are still many contents, the context, and processes in chemistry learning that have not been achieved as learning resources for developing the domain of scientific literacy into four main areas. They are science content, competence, or science process, the context of the application of science and attitude. This study intended to develop scientific literacy through ethnoscience pedagogic in chemistry learning. The method of this study was qualitative descriptive with the retrieval of data through direct observation, questionnaires, and interviews. The results of the study showed that the needs of: (1) the curriculum emphasis on the development of chemistry literacy for students; 2) the skills of chemistry lecturers in designing learning programs by using local potential in their respective regions; (3) the early discussion on the material coverage the basic concepts of chemistry; and (4) the emphasis not only on chemistry content but also on context, processes, and attitudes. Thus it can be concluded that the development of scientific literacy needs to be done by focusing on the preparation of future generations of scientific literacy with curriculum content that pays attention to culture and daily life to make it more contextual.

Chemical bonding is a material that has the characteristics of abstract concepts and many concepts that must be understood by students and the lack of ability of students in relating the concepts that have been learned in everyday life. The interactive e-module is an effective teaching material for improving students' science literacy. This research aims to develop prototype in the form of interactive e-module using adobe flash on chemical bond material to encourage students' science literacy. Type of research used is research and development with Nieeven model consist of 4 stages: (1) preliminary research stage, (2) stage prototyping stage, (3) summative evaluation stage, and (4) systematic reflection and documentation stage. The results of the development were validated by expert and practitioner validators using the instrument in the form of questionnaires and limited group trials to the X class students at the Islamic High School Al-Azhar NW Kayangan. Quantitative data of validation result are analyzed by percentage formula and effectiveness test result is calculated with N-gain. Qualitative data in the form of responses and suggestions for improvement of validators are used as consideration for revision of the developed prototype. In general, validator assessments of development outcomes were obtained by average percentage by expert validation 88%, 90% practicability of teachers, and 85% limited group trial results, and the results of the N-gain effectiveness test of 0.5. This shows that the developed e-modules are very feasible to proceed to a broader stage and can foster students' literacy skills.

The aims of this study were to produce android base chemistrylearning media prototype and evaluate its elibibility andeffectiveness on student science literacy growing on redox reactionand electrochemistry subject material. In form of research anddevelopment, this study was carried out by ADDIE (Analysis,Design, Development, Implementation, dan Evalution)model ofinstructional development. Data was collected by content anddesign validation questionnaire, practitioner and student respondquestionnaire, and science litracy test. Data was analyzed byelegiibility percentega and categories and N-gain test. Study resultshowed that media design and content validity was very eleigiblewith 80 % of eligibility percentage. Practitioner and studentsrespond was very eleigible with 82.22 % and 86.35 % of eligibilitypercentage average respectively. This media effectiveness onstudent literacy growing was proven by N-gain value 0.65 % withfair category. It can be concluded that android base chemistrylearning media that developed was very eligible for chemistylearning application and grow student science literacy on redoxreaction and electrochemistry subject material effectively.

Chemical bond sand intermolecular forces have abstract characteristics. Thepresence of technology in learning media can help students understand theconcept. The learning media in question can be in the form of an androidbasedinteractive e-module that provides convenient accessibility for users. Topresent the atmosphere of science learning, the e-module can be structuredwith the orientation of the Nature Of Science. This research and developmentaims to produce an android-based interactive e-module prototype with thenature of science oriented on chemical bonding and intermolecular forcessubject material to foster students' scientific literacy. This type of researchand development study was carried out with the Nieven development modelwhich consisted of 4 stages: (1) preliminary research stage, (2) prototypingstage ,(3) summative evaluation stage, and (4) systematic reflection anddocumentation stage. However, due to limited resources, this study wascarried out until summative evaluation. With the presentation formula andwith the categories, the results of expert validation obtained an averagepresentation of 90% with very feasible categories, and practical test resultson chemistry teachers obtained avalue of 95% with very feasible categoriesand the results of limited group trials obtained 85% with very decentcategory. Therefore, it can be concluded that the interactive e-moduleprototype that developed is very feasible and can be proceed to abroaderstage in fostering students' literacy skills.

This development aims to determine the characteristics and feasibility of the oNature of Science (NOS) oriented module On the Chemical Bonds andMolecular Forms subject material through the 4D stage (Define, design,develop and disseminate). This research and development is carried out up tothe stage of development (development) with adjustments based ondevelopment needs. The module prototype was validated by 2 expertvalidator, 1 practitioner validator and 10 students as limited test respondents.Quantitative data were analyzed by percentage formulas and category.Qualitative data in the form of responses and suggestions are used asconsiderations for revisions. The results of expert validation showed anaverage percentage of 92.67% with very good categories of material experts,83.34% with very good categories from product design experts and 76% withgood categories from teacher practitioners. The average response of studentsto the modul prototype is 85.1% with a very good category. This shows thatthe module that developed is feasible to proceed to a large-scale trial phase.