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All Journal Journal of Environment and Sustainability Education
Antuni Wiyarsi
Universitas Negeri Yogyakarta, Indonesia
Chemistry Education Environmental Science Physics Other

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Validation of an AI-based automatic assessment system for scientific literacy instruments on green chemistry integrated with ethnochemistry Dian Rahmawati; Sri Yamtinah; Ari Syahidul Shidiq; Hayuni Retno Widiarti; Antuni Wiyarsi
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.70

Abstract

This study aims to measure the content validity of an AI-based automatic assessment system for scientific literacy instruments on green chemistry integrated with ethnochemistry using Aiken’s V index. The research design adopts the R&D model with the ADDIE approach, limited to the analysis, design, and development stages. A combination of quantitative and qualitative descriptive methods was utilized through purposive sampling, engaging 10 experts—chemistry education lecturers from UNS, UNY, UM, and high school chemistry teachers in Surakarta. Data were obtained through Focus Group Discussions (FGD), focusing on three aspects: context, language, and construct. Essay-based instrument items were rated using four relevance categories: irrelevant, less relevant, quite relevant, and relevant. Items with an Aiken index ≥ 0.73 were considered valid. The results showed that 1 question item had moderate validity and 14 question items had high validity, making them suitable for further testing. The questions were designed to assess students’ understanding of green chemistry principles and their ability to relate these to ethnochemistry practices—local cultural knowledge that supports sustainability. The formulation of the questions also demonstrated how the application of local culture can be interpreted through green chemistry to enhance scientific awareness and environmental responsibility. Based on the content validation results and subsequent revisions, the instrument is deemed ready to move forward to the limited trial stage.
The effectiveness of the Culturally Responsive Transformative Teaching (CRTT) model assisted by podcast and e-assessment on students’ scientific literacy and communication skills Kurnia Marta Indi Fahira; Sri Yamtinah; Antuni Wiyarsi; Hayuni Retno Widarti; Ari Syahidul Shidiq
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.215

Abstract

This study aimed investigated the effectiveness of the Culturally Responsive Transformative Teaching (CRTT) model supported by podcasts and e-assessment in improving students’ scientific literacy and communication skills on chemical reactions topics. A quasi-experimental non-equivalent control group   pretest–posttest design was employed. The participants consisted of 72 tenth-grade students selected through cluster random sampling from a public senior high school in Boyolali, Indonesia, who were assigned to either a to an experimental class (CRTT supported by podcast and e-assessment) or a control class (conventional instruction). Scientific literacy was measured using a 15-item multiple-choice test, while communication skill was assessed using a 12-item observation sheet based on four-point Likert scale. Since the data did not meet parametric assumptions, non- Mann–Whitney U and Kruskal–Wallis tests were used for analysis. The result showed that the experimental class achieved higher posttest score in scientific literacy 84 than the control class (75), with a statically significant difference (p<0.001). Similarly, the experimental class obtained a higher mean score for communication skills (41.1) than the control class (31.9), with a significant difference (p=0.001).  This study lies in the integration of CRTT, culturally grounded podcast and e-assessment within chemistry instruction to simultaneously enhance students’ scientific literacy and communication skills. Culturally responsive pedagogy supported by digital learning resources and e-assessment tools can serve as an effective strategy for improving students’ understanding and communication of abstract chemistry concepts, particularly those related to s chemical reactions.
Co-Authors Ari Syahidul Shidiq Dian Rahmawati Hayuni Retno Widarti Hayuni Retno Widiarti Kurnia Marta Indi Fahira Yamtinah, Sri