Vocational High School Students  Chemical Literacy on Context-Based Learning: A Case of Petroleum Topic

Wiyarsi, Antuni; Pratomo, Heru; Priyambodo, Erfan

doi:10.36681/tused.2020.18

Cited by 37 publications

(41 citation statements)

References 31 publications

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“…In integrating STEM approach when teaching chemistry, the teacher should be linking the chemistry content with everyday phenomenon. Therefore, the relevance of chemistry teaching with daily life would reveal and it could increase students' interest and chemical literacy [19,31] also positive attitudes toward science [32,33].…”

Section: Point Of View Of Stem Integration In Chemistry Teachingmentioning

confidence: 99%

In-Service Chemistry Teachers’ Prior Knowledge Regarding STEM Integration in High School Chemistry Learning

Fitriyana¹,

Wiyarsi²,

Pratomo³

et al. 2021

Advances in Social Science, Education and Humanities Research

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A good knowledge about Science, Technology, Engineering, and Mathematics (STEM) integration is essential for chemistry teachers before they are implementing a successful chemistry learning using STEM approach. This paper reported in-service chemistry teachers' prior knowledge in integrating STEM in high school chemistry learning. A descriptive study was adopted in this research. A number of 82 in-service chemistry teachers who teach in senior high schools in Yogyakarta were established as the research sample. Research sample was drawn from Sleman and Bantul Regency, Yogyakarta, Indonesia through saturated sampling. The initial knowledge about STEM of in-service chemistry teachers were captured using STEM Knowledge Questionnaire (STEM-KQ) consisting of 7 open-ended questions. The in-service chemistry teachers' response toward this STEM-KQ were analysed following qualitative descriptive method using content analysis with interpretative coding. The findings of this study revealed that in-service chemistry teachers have understand the basic concept of STEM, still it needs to be enhanced. Most of in-service chemistry teachers have known the definition and position of STEM. However, they still have a lack knowledge about the example of STEM implementation in the chemistry lesson. Therefore, the in-service chemistry teachers need to follow workshop that provide guidance on how to implement STEM approach in chemistry learning. Thus, through this activity, the in-service chemistry teachers develop their skills in preparing STEM learning that implied on their readiness in integrating STEM in the chemistry learning activities.

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Section: Point Of View Of Stem Integration In Chemistry Teachingmentioning

confidence: 99%

In-Service Chemistry Teachers’ Prior Knowledge Regarding STEM Integration in High School Chemistry Learning

Fitriyana¹,

Wiyarsi²,

Pratomo³

et al. 2021

Advances in Social Science, Education and Humanities Research

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“…The linking between chemistry concept with real world issues could develop students' efficacy. As an active learning, the constructed concept helps the students retain their knowledge in long term memory [43]. Thus, they tend to try their best in solving acid base chemistry cases using content knowledge that had been constructed by their own.…”

Section: Resultsmentioning

confidence: 99%

“…Seeing the result of this research, the collaborative learning based STSE could be performed with the distinction of chemistry subject areas and the grade level with the extent of research samples. For future studies, it is suggested to use blended learning mode in delivering chemistry content knowledge using STSE approach because the presence of online learning in this mode gives significant effects on students' self-efficacy as the part of motivation expectancy value [43,46] and students' self-regulated learning [47]. Moreover, the addition of computer assisted instruction could be employ because it enables in improving students' performance and motivation in the certain subject [18] such as through flipped class room [48].…”

Section: Resultsmentioning

confidence: 99%

The Role of Collaborative Learning Based STSE in Acid Base Chemistry: Effects on Students’ Motivation

Priyambodo¹,

Fitriyana²,

Primastuti³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Designing learning environment that leads on the improvement of students' motivation becomes crucial for chemistry teachers. The objective of this research was to investigate the effects of collaborative learning-based Science, Technology, Society, and Environment (STSE) towards students' motivation in acid base chemistry lesson. A pre-test post-test non-equivalent control group design was adopted in this quasi-experimental research. Two classes who enrolled in science programme from a public senior high school in Sleman Regency, Yogyakarta, Indonesia were used as the research sample of this study. Through cluster random sampling, one group was devoted as experimental class (N=30) receiving collaborative learning based STSE while the other one as control class (N=32) taught by traditional teaching. A Chemistry Motivation Scale (CMS) was administered as data collection tool of students' motivation before and after the teaching intervention. These data were analysed using descriptive statistics, Mann Whitney U, Kruskal Wallis, and Wilcoxon tests. The findings of this research revealed that there was significantly difference of students' motivation among experimental and control classes. This difference was occurred in favour of experimental class. Moreover, the data of students' motivation on experimental class signified a higher improvement than the control class. Thus, it can be highlighted that collaborative learning based STSE has an effect in improving students' motivation. The result of this study recommends to implement collaborative learning based STSE since it is promising in order to promote students' motivation in learning chemistry.

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“…The use of SSIs in inquiry learning encourages students' decision-making skills (Bayram-Jacobs et al, 2019). Moreover, the existence of SSIs in this step contributed to students' understanding of relevant aspects of chemistry education (e.g., Gilbert, 2006;Stuckey et al, 2013), which also encourages their chemical literacy (Cigdemoglu and Geban, 2015;Wiyarsi et al, 2020). The breadth of students "insights and experiences affects students" thoughts on SSI more comprehensively.…”

Section: Discussionmentioning

confidence: 99%

“…This ability helps students to grow as responsible citizens in the future. However, students' chemical literacy still needs to be improved (e.g., Dewi et al, 2019;Eny and Wiyarsi, 2019;Yustin and Wiyarsi, 2019;Wiyarsi et al, 2020). Going forth, schools should offer any proper learning environment in urging students' SHOM and improving their chemical literacy.…”

Section: Introductionmentioning

confidence: 99%

Promoting Students’ Scientific Habits of Mind and Chemical Literacy Using the Context of Socio-Scientific Issues on the Inquiry Learning

2021

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This quasi-experimental study used a pre-/posttest design to investigate student’s scientific habits of mind (SHOM) and chemical literacy. There were 32 students of the 11th grade selected for the experimental and control class. They were taken by random sampling. The experimental class applied inquiry learning via Predict-Observe-Explain-Extend (POEEd) using the socio-scientific issue (SSI) context, while the control class used a scientific approach that addressed the Indonesian national curriculum. The Acid-Base Chemical Literacy Test (A-BCLT) consisted of 19 items that used four contexts. Argumentative question added on each context. The other instrument was the SHOM scale in the SSI context. The scale consisted of 20 items in seven factors of SHOM. A group of experts looked at both instruments to ensure content validity. Then, the empirical test showed that both instruments have good reliability. MANOVA as the inferential statistic technique was used to analyze the differences among the group. The results showed that there was a significant difference in SHOM and students’ chemical literacy simultaneously. However, there was only a significant difference in students’ chemical literacy on separate analyses. Students have a better scientific argument in the case of acid rain as SSI, but it was less good for consumption of ulcer medicine for fasting people. Meanwhile, for SHOM, students have better thinking in open-mindedness and objectivity factors but less on curiosity. Some of the interesting findings and their implications are discussed in this study. The integration of SSI in chemistry learning is important. It is meaningful in promoting students’ thinking skills to become responsible citizens in the future.

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Vocational High School Students Chemical Literacy on Context-Based Learning: A Case of Petroleum Topic

Cited by 37 publications

References 31 publications

In-Service Chemistry Teachers’ Prior Knowledge Regarding STEM Integration in High School Chemistry Learning

In-Service Chemistry Teachers’ Prior Knowledge Regarding STEM Integration in High School Chemistry Learning

The Role of Collaborative Learning Based STSE in Acid Base Chemistry: Effects on Students’ Motivation

Promoting Students’ Scientific Habits of Mind and Chemical Literacy Using the Context of Socio-Scientific Issues on the Inquiry Learning

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