This study aimed to examine the impact of context-based chemistry learning on cognitive, affective, psychomotor, and social aspects of students, integration of context-based learning with chemistry learning models or strategies, and implementation of effective contextbased chemistry learning. A total of 34 articles for further analysis were obtained from SCOPUS, ERIC, and Google Scholar database through systematic literature (SLR) method. The result of analysis showed that (1) context-based chemistry learning has a positive effect improving student's cognitive, affective, psychomotor, and social aspects, (2) context-based chemistry learning can be integrated with certain learning models or strategies and presentation of learning context carried out at the beginning of learning, (3) the implementation of effective context-based chemistry learning can be done by considering several aspects including the selection of appropriate and applicable learning contexts, teacher master the concepts of learning materials and students actively participated in each learning syntax that is applied.

One of the efforts that can be support students in developing 21st century skills is to implement learning based on 21st century skills. In addition, another alternative that can be taken is to create, direct, and provide HOTS-based test instruments as an evaluation of learning. This study aims to develop multiple choice test instruments and essays to measure learners' Higher Order Thinking Skills (HOTS) on reaction rate materials. This research uses the Research and Development (R & D) method with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The respondents in the study were 150 students of class XII MIPA one of the high schools who had received learning material on reaction rate. The results of the validity of the product contents show that the question instrument is 92.01% valid with an excellent category. The results of empirical validity show that as many as 20 items of multiple-choice questions and 8 items of essay questions are valid and have high reliability with Cronbach Alpha scores of multiple-choice questions of 0.723 and essay questions of 0.736. The difference between the question items from the two types of questions is categorized very well with 20 items of multiple-choice questions categorized as moderate, while in essay questions, 1 question is categorized as easy and 7 questions are categorized as moderate. Furthermore, the question instruments that have been developed can be used to measure the HOTS of students.

This study aimed to investigate the effect of triangulation-based metacognitive learning strategy on students’ chemistry literacy and learning achievement. This study was conducted by using a pretest-posttest control group design. The participants of this research were two classes of 10th grade natural science students of Senior High School in Pasuruan, Indonesia. One class was taught using triangulation-based metacognitive learning strategies consisting of four steps (Preparing, Doing, Checking, and Assessing & Following-Up) abbreviated to MLS-PDCA, and another was taught using expository learning strategy (ELS). Data was collected by pretest and posttest. Based on the data analysis, it was known that the N-gain averages of students’ chemistry literacy were 54% in MLS-PDCA class as the middle category and 38% in the ELS class as middle category. N-gain averages of learning achievement were 56% in experiment class as middle category and 40% in ELS as middle category. Mann Whitney U and independent sample t-test showed that the improvement of students’ chemistry literacy and learning achievement in MLS-PDCA class was more significant than in the ELS class. It can be concluded that MLS-PDCA can enhance the students’ chemistry literacy and learning achievement in senior high school.