Yuli Rahmawati, Achmad Ridwan, Himaniyatul Rizqol Baeti, Maulidya Virginanti, Sylvia Faustine
This study aimed to develop students' chemical literacy by applying ethnopedagogy to the electrolyte and non-electrolyte topics. The study involved 31 students from grade X in Muntok, Bangka, Indonesia. An ethnopedagogical approach consists of five key aspects of self-identification, content integration, collaboration, dialogue, and reflections. Content integration refers to indigenous knowledge and cultural practices from Bangka such as Mandi Belimau, Salt stock in Takari Beach, Kunci orange as an icon, and Kelubi as a unique souvenir. Students developed a model of a water heater using a solution of kunci orange, kelubi, limau, and saltwater from a local beach. A qualitative research method was used to gather data from interviews, observations, reflective journals, worksheets, and a chemical literacy test. The chemical literacy test was developed in the five dimensions of general chemical ideas, characteristics of chemistry, chemistry in context, higher-order learning skills, and affective aspects (Shwartz et al, 2006). Results indicated that the students had developed chemical literacy in constructing questions, applying knowledge, and facing challenges in thinking critically. Students develop general scientific ideas in identifying a solution to electrolyte and non-electrolyte content in an experiment. However, they were challenged when faced with applying scientific reasoning to the phenomenon of salt crystals in conductivity. Students had difficulty making a decision related to their everyday lives. Their critical thinking was challenged in this project because they were used to learning concepts by applying their thinking to government regulation on the prohibition of fishing using electricity. During this project, they learned scientific concepts through cultural practices which they found interesting and meaningful. The chemical literacy test showed that students achieved 16,13% at a very good level, 70,97% at a good level, and 12,9% at a fair level. Besides, students were challenged to shift their identity from passive to active learners and self-independence learning resources. © 2021 Author(s).
Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta, Indonesia; SMA Negeri 1 Muntok, Jl. Jendral Sudirman No.109, Belolaut, Muntok, Bangka Barat, Bangka Belitung, Indonesia
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