Context-Based Chemistry Learning: A Systematic Literature Review

Abstract

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.

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“…The low level of science literacy is also caused by the infrequent implementation of learning evaluations oriented towards science literacy so that students are not used to thinking critically (Jufrida et al, 2019). Furthermore, low science literacy can also be caused by improper selection of textbooks so that learning becomes boring and students do not understand the subject topic, there are demands for the completion of teaching materials in accordance with curriculum targets, causing students to experience many misconceptions because teachers are only oriented towards the target of mastering topic, students' low reading ability, low curiosity of students, unconducive learning environment, and learning is not contextual so that the learning carried out is less relevant (Fuadi et al, 2020;Sumanik et al, 2021;Minata et al, 2022).…”