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All Journal Jurnal Ilmiah Wahana Pendidikan LAVOISIER: Chemistry Education Journal LAVOISIER: Chemistry Education Journal
Panjaitan, Khayla Akmal
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Pengaruh Model Pembelajaran Student Centered Learning (SCL) Terhadap Miskonsepsi Kimia Unsur Menggunakan Metode Certainty Of Response Index (CRI) Dengan Model Two-Tier Test Pada Mahasiswa Pendidikan Kimia Ridho, Dimas; Panggabean, Freddy Tua Musa; Gea, Olivia Febriana; Panjaitan, Khayla Akmal; Daeli, Dinastini; Nadira, Fathin
Jurnal Ilmiah Wahana Pendidikan Vol 11 No 10.C (2025): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menganalisis hubungan penerapan Student Centered Learning (SCL) menggunakan metode Certainty of Response Index (CRI) model Two-Tier, yang melibatkan soal dan tingkat keyakinan mahasiswa terhadap pemahaman materi Kimia Unsur. Penelitian dilakukan pada delapan submateri, yaitu golongan IA (6%), golongan IIA (9%), golongan VIIA (13%), golongan VIIIA (13%), unsur periode 3 (16%), unsur periode 4 (6%), ion kompleks (9%), dan senyawa kompleks (19%). Hasil menunjukkan bahwa senyawa kompleks memiliki tingkat miskonsepsi tertinggi, sedangkan golongan IA dan unsur periode 4 terendah. Pendekatan SCL terbukti efektif dalam meningkatkan pemahaman konsep dasar, tetapi diperlukan strategi pembelajaran tambahan untuk mengurangi miskonsepsi pada submateri tertentu, sehingga kualitas pembelajaran kimia unsur dapat ditingkatkan secara menyeluruh
From Application of Socio-Scientific Issues in Chemistry Learning to Improve Science Literacy and Awareness Student Social Pangaribuan, Devy J.R; Daulay, Rabiah Afifah; Manik, Lia Yustina; Panjaitan, Khayla Akmal; Siagian, Andin Livia; Lumban Gaol, Sri Rosa
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.16171

Abstract

The Socio-Scientific Issues (SSI) approach is a learning strategy based on social issues related to science, which aims to improve students' scientific literacy and critical thinking skills. And this approach is able to improve students' scientific literacy and social awareness by connecting chemical concepts to real-world social challenges. This literature review examines the effectiveness of SSI-based learning in improving critical thinking, argumentation skills, and contextual understanding among students. The research method used is a literature review using 10 journals as findings showing that SSI encourages deeper engagement by connecting chemistry to issues such as environmental pollution, industrial waste, and sustainable development, making learning more relevant and meaningful. However, challenges such as limited teacher familiarity with SSI integration, curriculum constraints, and students' difficulties in analyzing complex socio- scientific debates hinder its widespread implementation. Proposed solutions include teacher training programs, adoption of problem-based and inquiry-based learning models, and institutional support for curriculum development. The study concludes that SSI significantly improves scientific literacy and decision-making skills when supported by structured pedagogical strategies and institutional commitment. Future research should focus on a scalable SSI implementation framework and its long-term impact on students' social and scientific competencies.
From Application of Socio-Scientific Issues in Chemistry Learning to Improve Science Literacy and Awareness Student Social Pangaribuan, Devy J.R; Daulay, Rabiah Afifah; Manik, Lia Yustina; Panjaitan, Khayla Akmal; Siagian, Andin Livia; Lumban Gaol, Sri Rosa
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.16171

Abstract

The Socio-Scientific Issues (SSI) approach is a learning strategy based on social issues related to science, which aims to improve students' scientific literacy and critical thinking skills. And this approach is able to improve students' scientific literacy and social awareness by connecting chemical concepts to real-world social challenges. This literature review examines the effectiveness of SSI-based learning in improving critical thinking, argumentation skills, and contextual understanding among students. The research method used is a literature review using 10 journals as findings showing that SSI encourages deeper engagement by connecting chemistry to issues such as environmental pollution, industrial waste, and sustainable development, making learning more relevant and meaningful. However, challenges such as limited teacher familiarity with SSI integration, curriculum constraints, and students' difficulties in analyzing complex socio- scientific debates hinder its widespread implementation. Proposed solutions include teacher training programs, adoption of problem-based and inquiry-based learning models, and institutional support for curriculum development. The study concludes that SSI significantly improves scientific literacy and decision-making skills when supported by structured pedagogical strategies and institutional commitment. Future research should focus on a scalable SSI implementation framework and its long-term impact on students' social and scientific competencies.
Co-Authors Daeli, Dinastini Dimas Ridho Freddy Tua Musa Panggabean Gea, Olivia Febriana Lumban Gaol, Sri Rosa Manik, Lia Yustina Nadira, Fathin Pangaribuan, Devy J.R Rabiah Afifah Daulay Siagian, Andin Livia