Pengembangan Asesmen Literasi Kimia pada Materi Hukum-Hukum Dasar Kimia dan Stoikiometri Kelas X SMA/MA

Abstract

This chemistry literacy assessment instrument developed because of recent challenge toward student learning achievement evaluation so it could not only grade student’s cognitive ability in term of understanding and memorizing, but also will grade the application of students’ concept to face any problems. The availability of the chemistry literacy assessment instrument consists of various aspects, such as content, context, High Order Learning Skills (HOLS), and attitude. These aspects are expected to answer those challenges. This study aims to produce a proper and right chemistry literacy assessment toward fundamental law of chemistry and stoichiometry topic based on content validity value and questions numbers, reliability grade, difficulty level and chemistry literacy question differentiator level. This study is the development type, which is Model of Educational Reconstruction (MER) design. MER consists of three stages, (1) analysis of content structure, (2) empirical study, (3) development of instruction evaluation. The clarification of a test instrument on empirical study was done toward three chemistry and education experts (lecturer and teacher). The instrument used was chemistry literacy question which consists of seven discourse question, then expanded into 15 questions. The result showed that content validity value of the designed chemistry literacy assessment could be categorized as valid with 1,11 mark. From 15 questions, there are three questions in “very significant” category, nine in “significant” category and three other in “insignificant” category. The reliability test is 0,88. In difficulty level, there are eight questions in “medium” category, six in “difficult” and one in “very difficult”. The differentiator level, there are nine questions in “medium” category, four in “proper” and two other in “not proper”. Question in “insignificant” and “not proper” category is rejected. In conclusion, from 15 designed questions, there are 12 questions in “proper” and “right” category.

Learning Design Project Based Learning Based on Chemical Literacy whit the Theme of Electrolyte and Non-Electrolyte Solutions

“…E-LKPD berbasis literasi sains pada meteri pencemaran lingkungan layak digunakan untuk meningkatkan pembelajaran siswa persentase 97,5% dan dapat diujicoba dilapangan (Shaleha, 2020).Instrumen literasi kimia pada materi sistem koloid memiliki kategori valid dari segi konten dengan persentase 88,9% yang dapat digunakan untuk mengukur tingkat literasi kimia peserta didik (Wirna & Yusmaita, 2021). Asesmen literasi kimia pada materi hukum-hukum dasar kimia dan stoikiometri dengan 15 rancangan, terdapat 12 butir item soal dalam kategori baik dan benar (Sartika & Yusmaita, 2020).…”

Systematic Literature Review: Analysis of Ethno-STEM and Student’s Chemistry Literacy Profile in 21st Century

“…This indicates that improving chemical literacy skills must be supported by learning that fosters students' creativity and activeness, one of which is the Ethno-STEM approach. Other research on chemical literacy is in the form of development research, namely in the form of developing chemical literacy test instruments and learning tools (Artini et al, 2020;Perkasa et al, 2016;Sartika et al, 2020), and research on community service/training is still small. This training or workshop activity can be a potential for the development of chemical literacy activities in the future.…”