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All Journal Jurnal Visi Ilmu Pendidikan Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Rahayu*, Sri
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PERSEPSI GURU KIMIA DI KALIMANTAN BARAT TERHADAP PENGGUNAAN SOCIO SCIENTIFIC ISSUES (SSI) DALAM PEMBELAJARAN KIMIA Widad, Saninah; Rahayu*, Sri; Munzil, Munzil
Jurnal Visi Ilmu Pendidikan Vol 16, No 3 (2024): Oktober 2024
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v16i3.74535

Abstract

This research aims to investigate the perceptions and experiences of chemistry teachers in West Kalimantan regarding the use of socio-scientific issues (SSI) in teaching. The research design employs a survey method with a participant sample of 30 teachers.. The results show that the majority of teachers express a positive attitude toward SSI-based learning as a tool to enhance students' interest, problem-solving abilities, and the relevance of chemistry materials to current social issues. Identified challenges include limited initial understanding of SSI, students' lack of literacy, and difficulties in motivating students to engage. Teachers feel the need for the development of Higher-Order Thinking Skills (HOTS) contextualized with SSI in chemistry teaching to stimulate high-level thinking skills in students. These findings emphasize the importance of teacher training, the development of relevant teaching materials, and a student-centered approach as strategies to address challenges and enhance the effectiveness of SSI teaching in chemistry classrooms.Keywords: Chemistry teachers, socio-scientific issues, higher-order thinking skills (HOTS)AbstrakPenelitian ini bertujuan untuk meneliti persepsi dan pengalaman guru kimia di Kalimantan Barat terhadap penggunaan isu-isu sosiosains (SSI) dalam pembelajaran. Desain penelitian menggunakan metode survey dengan jumlah partisipan 30 guru. Hasil penelitian menunjukkan sebagian besar guru mengungkapkan sikap positif terhadap pembelajaran SSI sebagai alat untuk meningkatkan minat siswa, kemampuan penyelesaian masalah, dan relevansi materi kimia dengan isu-isu sosial aktual. Kendala yang diidentifikasi meliputi pemahaman awal yang terbatas tentang SSI, kurangnya literasi siswa, serta tantangan dalam memotivasi siswa untuk terlibat. Guru merasa diperlukan pengembangan soal HOTS berkonteks SSI dalam pembelajaran kimia untuk merangsang keterampilan berpikir tingkat tinggi siswa. Temuan ini menekankan pentingnya pelatihan guru, pengembangan bahan ajar yang relevan, dan pendekatan kelas berpusat pada siswa sebagai strategi untuk mengatasi kendala dan meningkatkan efektivitas pengajaran SSI di kelas kimia.  Kata Kunci: guru kimia, isu-isu sosiosains, keterampilan berpikir tingkat tinggi (HOTS)
Developing an Instrument to Assess Chemical Literacy for Prospective Chemistry Teachers Ardyansyah, Ananta; Rahayu*, Sri; Munzil, Munzil; Yahmin, Yahmin; Alsulami, Naif Mastoor
Jurnal Pendidikan Sains Indonesia Vol 13, No 1 (2025): JANUARY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i1.42095

Abstract

The lack of instruments designed to assess chemical literacy among prospective chemistry teachers highlights the need for robust tools to support science education. This study develops and validates an instrument to measure chemical literacy, addressing this gap and contributing to improved pedagogical practices. In this study, a chemical literacy instrument for general chemistry was developed, drawing on existing frameworks of chemical literacy. This research employs a development-based approach (RD), encompassing literature review, instrument development, and quality testing. The quality of the instrument was evaluated based on its reliability and validity. The validity was evaluated by expert panel review, difficulty index, discrimination index, and pearson correlation value. In this study, a multiple-choice chemical literacy test instrument was successfully developed using the PISA 2025 scientific literacy framework, resulting in 23 valid items. The PISA framework was chosen for its perceived dynamism compared to other frameworks. The reliability of the developed instrument reached 0.818, indicating that the questions are highly reliable. Future improvements to the instrument are necessary, with a focus on ensuring that all items fully meet the established validity criteria
Creating and Validating a Chemical Literacy Instrument Aligned Sustainability Contexts: Construct and Rasch Measurement Analysis Hasanah, Samudra Mutiara; Rahayu*, Sri; Sulistina, Oktavia; Alsulami, Naif Mastoor
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44678

Abstract

The connection between sustainability-based education and scientific literacy, particularly in the field of chemistry, is becoming increasingly significant. Therefore, a chemical literacy instrument needs to be integrated with sustainability contexts as a further development to equip students with a holistic understanding of the sustainable development goals. This study aims to create and validate a chemical literacy instrument aligned with sustainability contexts, focusing on atomic structure and periodic properties of elements. The instrument development process included item creation, content validation, and reliability analysis. The study involved chemistry education students from a university in Indonesia (N = 83). The instrument achieved expert validation with a validity index value of 0.95. Through Rasch analysis, 21 valid items with high reliability were identified, including 18 multiple-choice questions (r = 0.833) and 3 essay questions (r = 0.817). The instrument demonstrated effective distractor functionality, as well as acceptable values for the discrimination index, difficulty index, outfit mean square, and z-standardized. These results confirm the reliability and validity of the instrument in assessing chemical literacy within sustainability contexts, specifically focusing on good health and well-being. The instrument is recommended as a dependable tool for measuring chemical literacy in sustainability contexts. This research contributes to advancing chemical literacy to address global sustainability challenges
Co-Authors Alsulami, Naif Mastoor Ardyansyah, Ananta Hasanah, Samudra Mutiara Munzil Oktavia Sulistina Widad, Saninah Yahmin Yahmin