A problem of chemistry book: The need to improve student’s science literacy with STSE approach

Abstract

Abstract In this article, we explain the need for chemistry book developed by 4S TMD models on the level of science and literacy with STSE approach. Teaching materials are one of the determinants in the chemistry learning process, one of them is the concept of rate reaction. Rate reaction concept there are many applications in daily life. One suitable approach to use is the STSE approach. Teaching materials with the STSE approach help students reflect on the scientific, environmental, technological and social aspects of learning. Science literacy as an output of knowledge, and scientific processes. The instruments for data collection used in this study were structured questions and interviews. This research was conducted in 2 senior high schools, 2 vocational high schools with 12 chemistry teachers. The teacher structure question responses was analyzed descriptively for each item. Teaching materials currently available have not been able to increase students’ interest in reading because their appearance is less attractive, material content is difficult for students to understand. Most teachers want teaching materials that are easily understood by students, full colour, contain many examples in daily life. So that it can improve students’ scientific literacy. STSE-based teaching materials are expected to improve students’ scientific literacy because contain content in life. STSE-based teaching materials are still rarely used because of the lack of availability of STSE-based teaching materials that can be used by teachers in learning. The results of this study are the basis for us in developing chemistry book by 4S TMD models on rate reaction to improve student’s science literacy with STSE approach that can be used in chemistry learning and teaching in upper high schools.