Development of Buffer Solution Students’ Worksheet Based on Problem Based Learning with Ethnochemistry to Improve Students’ Science Literacy Ability

Abstract

Merdeka curriculum emphasizes the ability of students to understand and apply their concepts to solve contextual problems. This research aimed to determine the validity, practicality, and effectivity of buffer solution students’ worksheet based on problem based learning with etnochemistry on students’ science literacy ability. The development model used in this research is 4-D. buffer solution students’ worksheet was validated by 3 chemistry lectures and 2 chemistry teachers. Practicality tests were carried out by 3 chemistry teachers and 32 students. Then, the level of effectiveness of buffer solution students' worksheet is known through the N-gain test. The validity test was analyzed by using aiken's v derived formula consisting the validity of the content and construct which was 0.91 and 0.90 with category valid. The results of the practicality of teachers and students was 88.80 and 87.75 with higher category. Analysis of the n-gain value obtained the results of the value of g = 0.86 in the high category. Then the date analyzed with quantitative method by using hypotheses testing, determined that the research hypothesis was accepted. This result confirmed that buffer solution students’ worksheet based on problem based learning with ethnochemistry was valid, practical, and effective to improving students’ science literacy ability significantly.

Pengembangan LKPD elektronik berbasis multipel representasi untuk peserta didik SMA pada materi larutan penyangga

“…Ignoring one aspect of multiple representation, students only memorize the material without fully understanding the concept, reducing the quality of chemistry learning in schools (Syam & Louise, 2023). Therefore, a method is needed to enhance students' understanding of buffer materials by employing multiple representations that can depict buffer concepts, enabling students to observe occurring phenomena, analyze them, and draw well-founded conclusions (Li & Arshad, 2014;Sari et al, 2023). It's crucial for educators to choose an appropriate model to address students' difficulties in comprehending chemistry topics, particularly regarding buffers (Sari & Seprianto, 2018).…”