Improving chemical literacy on reaction rate’s topic through reflective explicit inquiry-based learning

Abstract

Abstract Today, students faced a disruption era. For those, students need to be prepared with digital-age literacy. Chemical literacy is one of them. This research was conduct to know the level of chemical literacy of chemistry teacher’s candidates and the effectiveness of reflective explicit inquiry-based learning (REIBL) over traditional instruction (TI) on fostering chemical literacy. The subject was a sophomore in the chemistry department. This research is using the PISA framework to analyze chemical literacy. The Instruments were Chemical Literacy Test (CLT) for investigating the context, content, and competencies. While the attitude was investigated using Chemical Literacy Questionnaire (CLQ). Before learning, the level of competencies was very low (38,89). While the context was low (49,54) and so do the content (41,67). But the attitude was good (76,22). After having REIBL, context, content, and competencies were good (72,22; 77,78; and 66,67), and attitude was excellent (80,3). The results reveal that REIBL is superior to TI on improving the dimension of context, content, and competencies. But there is no difference in attitude’s average between them.