The effect of Context-based Chemical Equilibrium Learning on Students Chemical Literacy Antuni Wiyarsi and Hestu Anggrah Eny
Department of Chemistry Education, Universitas Negeri Yogyakarta
Abstract
This study aims to analyze the effect of context-based learning on students^ chemical literacy on the chemical equilibrium topic. A quasi-experimental with post-test-only design was applied to 124 students as research samples. The experiment group applied context-based learning and the control group used a scientific approach. The Chemistry Equilibrium Literacy Test (CELT) was used to collect data on the students^ chemical literacy that was developed based on four domains of chemical literacy, which are chemistry content, chemistry context, higher order learning skills (HOLS), and affective aspects. Content and construct validity concluded that the CELT was valid and reliable so it was good for taking the data. The independent sample t-test and descriptive statistics were used in the data analysis. The results showed that context-based learning on chemical equilibrium topics was better in improving students^ chemical literacy. However, students^ ability in connecting scientific information was still low. The application of context-based learning potentially improves the ability of chemical literacy.
Keywords: chemical literacy, chemical equilibrium, chemistry, context-based learning
