Students’ chemical literacy development through STEAM integrated with dilemmas stories on acid and base topics

Abstract

Abstract The aim of this study was to develop students’ chemical literacy through the STEAM learning approach integrated with dilemmas stories on acid and base topics. The study was conducted in the 2018/2019 academic year and involved the thirty-six students of year 11. The research employed qualitative method to explore students’ chemical literacy through classroom observation, reflective journals, student interviews, researcher notes, and chemical literacy tests. This study used four chemical literacy components according to Shwartz et. al., namely scientific and chemical content knowledge, chemistry in context, high order learning skills, and affective aspect. The STEAM (science, technology, engineering art, and mathematics) integrated with dilemmas stories implemented through five stages, namely value reflection, problem solving, project development, monitoring and evaluation, and transformation. The overall results of the study showed that students were 8.33% at very good levels, 86.11% at good levels, 5.56% at fair levels, and there were no more students who were at poor level and very poor level. The challenges faced in this study are time management, engaging student, and public issues related to chemistry that in accordance with the topic of learning. STEAM integrated with dilemmas stories provides opportunities for students to develop chemical literacy through value reflection, problem solving, and STEAM project.