Implementation of socio-scientific issue learning to promote chemical literacy as a strategy to achieve chemistry competency

1 Introduction

The development and implementation of learning models to optimize students’ learning potential need to be carried out to produce innovative learning models in facilitating students to have knowledge and problem-solving skills that are relevant to the challenges of the times, and adaptive to the latest advances in information technology. ^{1 , 2} Innovative learning models are an option to achieve educational goals, while directing students to learn actively to achieve competency targets. ^{3 , 4} To achieve learning goals, life skills are needed such as scientific literacy, critical thinking skills, communication and collaboration skills, good character, and flexibility to adapt to changes that occur in the learning environment. ⁵

One of the science learning models that needs to be applied in chemistry teaching is the socio-scientific issues-based (SSI) learning model. The SSI model involves the relationship between socio-scientific issues and chemical phenomena that occur in real life, such as environmental pollution, the bioactivity of chemical compounds, food and beverage additives, and other social issues involving chemistry. ^{6 , 7 , 8} The SSI model is very appropriate for use in increasing awareness of accompanying chemical reactions in the environment, food and beverage safety, and health. ⁹ Students must be guided to be literate in scientific concepts in their learning environment. Scientific literacy as a scientific ability in academic activities includes revealing scientific phenomena, investigating, collecting, and processing data for accurate scientific proof. ^{10 , 11} Chemical literacy as an appropriate scientific approach for chemists in making decisions in the socio-scientific field, is a predictor of the progress of complete scientific thinking to relate it to social issues in society. ^{12 , 13} Skills in chemical literacy include scientific knowledge, scientific process skills, and scientific attitudes related to chemistry and its applications. ^{14 , 15} These skills are a scientific approach in solving problems related to the relationship between chemistry and socio-science that occur in the learning environment, as a scientific process in explaining chemical phenomena accurately. Chemical literacy includes the skills of asking questions, investigating, collecting data, explaining scientific findings, drawing conclusions and finding new knowledge to be disseminated related to socio-scientific issues that occur in the social environment. ^{16 , 17}

The SSI model is very interesting and relevant to be applied to chemistry teaching because it links the role of chemistry to various chemical phenomena that occur in social life. The SSI model supports the development of chemical knowledge, communication skills, social attitudes, concern and awareness of the role of science in explaining changes that occur in social life. The SSI model provides learning experiences in exploring social problems, using scientific knowledge and experience to explain chemical phenomena that occur in the social environment. Through SSI-based learning, students are able to apply scientific knowledge in practice, use reasoning skills in conveying ideas, and utilize the nature of science as a scientific basis to uncover scientific problems in complex social issues. ^{18 , 19} The integration of chemical literacy in the SSI model will lead to meaningful learning related to real-life situations that occur in the social environment. ²⁰ Students will understand chemical concepts holistically and will be able to uncover cause-and-effect relationships that occur in the social environment. The SSI model will involve active student participation in conducting experiments using problem-based learning (PBL), project-based learning (PjBL), and inquiry-based learning (PBI) approaches relevant to the chemistry topic being studied. ²¹ Teaching and learning activities can be carried out independently or collaboratively, and can also be carried out through dialogue, discussion, debate, or scientific argumentation related to social issues related to the chemistry topic being studied.

One of the topics in the General Chemistry course that needs attention related to everyday life is Reaction Rate. ^{22 , 23} Reaction rates occur naturally or through engineering, are directly or indirectly involved in various aspects of life, and affect various circumstances and situations, all of which can be explained scientifically using chemical literacy in SSI learning. ²⁴ Understanding the topic of Reaction Rate becomes the scientific basis for explaining environmental problems, and can then be proven through chemical experiments in the laboratory. Literacy skills in the SSI model make it easier for students to understand chemical processes, guide active learning to obtain scientific evidence related to chemical reactions, make it easier for students to reason and evaluate the relationship between reaction rate phenomena and social issues in the scientific environment. The SSI approach guides students in learning chemistry, improving their knowledge and practical skills in chemistry, building argumentative reasoning to achieve optimal learning goals. ²⁵

The problem faced in chemistry learning is that chemistry teaching is less challenging because it is not connected to social life contextually, resulting in meaningless learning. Chemistry teaching that emphasizes theoretical concepts and lacks practice will also have an impact on low learning motivation. To overcome these problems, an SSI-based learning model is needed with an emphasis on chemical literacy that includes social aspects that occur in the learning environment. The SSI model guides students to study chemistry related to social issues that occur in everyday life. ¹⁸ The application of SSI-based learning will build students’ critical thinking skills on social issues related to reaction rates. ²⁶ This strategy will bring learning experiences as chemical literacy skills such as observing, identifying, collecting data, interpreting and analyzing data in solving problems related to chemical reactions. The learning process leads students to meaningful learning to discuss socio-scientific issues contextually, as a strategy to achieve competency targets in the field of chemistry.

2 Methods

2.3 Research procedures

The research is classified as research and development following the procedures described in previous studies with modifications. ²⁸ The research design was made in the form of stages including model planning, model design, and SSI products, as shown in Figure 1.

Figure 1:

Design of the SSI-based learning model for teaching general chemistry on the subject of reaction rates.

2.3.1 Stages of planning a learning model

Activities carried out at the planning stage of the SSI learning model include analysis of the General Chemistry curriculum and learning plans, development of teaching materials on the topic of Reaction Rates, identification of problems and obstacles in teaching General Chemistry, determination of learning outcomes and competency targets. Planning SSI-based learning is also carried out to identify and review learning objectives, identify and analyze the characteristics of reaction rate that are related and relevant to socio-scientific issues.

2.3.2 Stage of designing the SSI learning model and Chemical Literacy Instrument

The design of the SSI-based learning model consists of providing learning resources for teaching General Chemistry for first year students, developing chemical literacy (CL) instruments, and completing learning support instruments. Learning resources contain theoretical and practical concepts on the topic of Reaction Rates with a socio-scientific approach, accompanied by case examples for investigation, such as the rate of decomposition of aspirin to understand drug shelf life and storage safety, analyze the efficiency of catalytic converters in reducing vehicle emissions, and examine food preservation processes where temperature affects the rate of bacterial growth. Chemical Literacy is structured to include five aspects of literacy accompanied by literacy measurement instruments in chemistry teaching using the SSI model. The CL measuring device is prepared following scientific literacy steps for delivering chemical material. Learning resources supporting the model include lesson plans (LP), student worksheets, assignment report templates, and chemical literacy assessment rubrics. The systematics of LP for SSI-based teaching consists of: (1) Subject Identity, (2) Competency standards and basic competencies, Indicators and learning objectives, learning materials, learning steps using learning models and activities, assessment, time allocation, and reference literature, and (3) Learning scenarios according to learning objectives using SSI and DI (as a comparison) according to time allocation. The prototype of the SSI model is systematically arranged and provided electronically to students.

2.3.3 Standardization of learning models and research instruments

The SSI-based learning model, learning support tools, and data collection instruments are standardized using experts, namely General Chemistry Lecturers who have experience teaching General Chemistry for at least three consecutive years. ²⁴ Respondents were given the SSI model and research tools, accompanied by an assessment sheet in accordance with the predetermined eligibility criteria. The assessment sheet is in the form of closed choices (Likert Scale), and provides open suggestions and comments columns for each question item, for respondents to fill in voluntarily. Expert opinions were used to improve and revise the draft product to produce a standard SSI-based learning model and a valid literacy measurement instrument.

2.3.4 Implementation of the SSI model and assessment of learning outcomes

Implementation of the SSI model for teaching chemistry and improving student learning outcomes was carried out versus DI on the topic of Reaction Rates. The stages of learning activities are carried out following the scenarios described in the LP with the support of learning tools. Student learning activities include (1) Attending lectures (according to learning objectives) and giving assignments following scenarios that have been adapted to each learning model (SSI and DI), and (2) Providing opportunities to ask questions, discuss, collaborate, access learning resources, carry out experiments and other learning activities, analyze and draw conclusions. Learning using SSI is carried out through stages including (1) Orientation through asking questions, (2) Identifying problems from scientific phenomena, (3) Formulating hypotheses and collecting data, (4) Applying critical thinking skills in making decisions, and (5) Presentation of learning results. Learning using DI is carried out through the stages of (1) Delivering learning objectives, (2) Delivering chemistry material, (3) Carrying out drills and tutoring, (4) Measuring student understanding through providing feedback, and (5) Giving students time for independent study and further practice. At the end of the lesson, a learning evaluation is carried out, including measuring literacy and chemistry learning outcomes. Literacy evaluation is structured in the form of descriptive questions with an emphasis on students’ abilities in a literacy context. The chemical literacy components measured include nominal literacy (L1), functional literacy (L2), conceptual literacy (L3) and multidimensional literacy (L4) with a literacy grid (Supplementary Table S2).

Achievement of chemical literacy is measured in each literacy component in chemistry learning during the implementation of SSI and DI learning. The chemical literacy score is given using an assessment rubric in the form of an answer key and scoring indicators. The literacy components assessed include curiosity, literacy skills, searching and finding information, reviewing scientific issues, seeing the relationship between scientific phenomena and real life, technology and society, the ability to present ideas for solving problems, the use of critical thinking skills, and analytical and argumentative skills. Learning evaluations are designed to measure students’ knowledge of the topic being studied which is carried out at the beginning (pretest) and at the end (posttest) of the lecture. The questions are arranged in the form of a multiple choice test which covers all the chemistry material being taught. Learning outcomes are measured using chemistry learning evaluation in the form of multiple choices.

The comparison of learning carried out in the control class is Direct Teaching (DI), namely carrying out learning activities systematically including a pretest, followed by teaching, practicum and assignments, ending with a posttest at the end of teaching to measure student learning outcomes. Measurement of chemical literacy achievements in DI classes is carried out from practicum reports and course assignments.

3 Results

3.2 The SSI model for teaching chemistry

The developed SSI with CL learning model has been used to teach the topic of Reaction Rate. The syntax of the SSI model emphasizes socio-scientific problems involving reaction rates as summarized in Figure 2. Teaching using the SSI model has five stages, namely problem analysis, clarification through practicum, connection with social studies issues, discussion for meta-reflection which has been integrated into learning resources, and learning scenarios. Implementation of the SSI model is carried out in four lectures for one learning outcome (150 min per meeting, a total of 600 min in 4 weeks). In learning activities, students completed INQF-based tasks (Supplementary Table S2) covering four levels of literacy, ranging from nominal calculation to multidimensional socio-scientific integration.

Figure 2:

The SSI model and learning stages to promote chemical literacy in teaching reaction rate topics.

Learning activities begin by presenting discourse or problems related to the chemical material to be studied. Students identify problems based on phenomena or social issues from the discourse presented, and carry out academic activities such as practicums in line with solving the problems that have been identified. Students make observations during practicum with the aim of collecting data and information, describing evidence and grouping appropriate data to solve problems. The lecturer acts as a student guide to discuss questions asked by students, facilitating constructive discussions through presenting scientific information that students already have and based on data from observations that have been made. When learning is not going well, the lecturer facilitates argumentation activities by asking questions for discussion, as a strategy to bridge communication barriers experienced by students. At this learning stage, the lecturer plays the role of guiding students to carry out arguments in everyday contexts, especially the relationship between statements, evidence and reasons in the context of socio-scientific issues. Students are also invited to present the results of their group discussions in front of the class, and each of them responds to each other. After discussion and evaluation, students are invited to reflect on a series of learning stages by asking students to write down their personal opinions regarding learning activities.

The focus of SSI teaching is on overcoming social problems through learning chemistry, by connecting the concept of reaction rates to chemical phenomena related to problems found in the life of the scientific community. The topics discussed are generally global issues but occur locally, can be applied generally, and scientific information related to these social problems can be accessed online. Themes of socio-scientific problems are discussed intensively in teaching and learning activities, mediate multidimensional learning activities in scientific discussions and arguments, and as a means of triggering scientific communication between fellow students and between lecturers and students to complement each other in teaching and learning activities.

3.4 Implementation of the SSI model and chemistry learning achievement

The influence of the SSI model on student learning outcomes in teaching the topic Reaction Rate has been studied, and compared to DI. Teaching and learning activities are carried out to develop chemical literacy, namely as a strategy for teaching students about chemistry topics. A general description of the implementation of the SSI model and its influence on achieving chemical literacy, improving learning outcomes, the effectiveness of the learning model, and the relationship between research variables.

3.4.1 The influence of the SSI model on science Literasi

The chemistry learning model contributes to students’ literacy skills as summarized in Table 3. Literacy achievements sequentially in several aspects of literacy include fostering curiosity, training literacy skills, searching for and finding information, discussing scientific issues, connecting scientific phenomena with real life, technology and society, presenting ideas for solving problems, exploring critical thinking skills, and practicing analysis and argumentation, all of which are considered good in the application of the SSI and DI models. The average achievement of chemical literacy using SSI (M = 85.27 ± 6.27) is in the very good category, which is higher than student literacy using DI (M = 82.21 ± 14.56), which is in the good category. The contribution of SSI-based learning has proven to have a very big influence on increasing chemical literacy, and at the same time influencing improving chemistry learning outcomes.

Table 3:

Achievements of chemical literacy in the implementation of SSI and DI based learning.

No	Components of chemical literacy	Score of chemical literacy (M ± Sdv)
		SSI	DI
1	Foster students’ curiosity	97.15 ± 3.68	96.10 ± 16.73
2	Practicing chemical literacy skills	94.59 ± 6.56	91.97 ± 16.60
3	Search and find information on socio-scientific issues	90.00 ± 7.86	84.64 ± 14.88
4	Discusses chemical issues, connecting chemical phenomena with real life, technology and society.	82.13 ± 5.16	80.84 ± 14.07
5	Presents ideas for solving problems related to reaction rate.	76.17 ± 7.30	72.03 ± 13.00
6	Explore critical thinking and complex thinking skills.	84.06 ± 5.17	83.12 ± 14.14
7	Practice analysis and argumentation	72.80 ± 8.16	66.79 ± 12.49
	Average	85.27 ± 6.27	82.21 ± 14.56

Grouping of chemical literacy achievements based on chemical literacy levels has been carried out as presented in Table 4. The complete distribution of chemical literacy grids for teaching Reaction Rates has been attached (Supplementary data Table S3). Chemical literacy knowledge has enabled students to carry out assignments using scientific steps to study chemistry contextually. Students understand the concept of reaction rate which is related to social life in everyday life. The average chemical literacy achievement achieved by students in the SSI group at all literacy levels was better when compared to the DI group. These results indicate that students with SSI have the ability to develop an understanding of scientific concepts in abstract, concrete and algorithmic forms scientifically, historically and philosophically, and are able to relate them to society and everyday life. The largest difference in literacy achievement (shown in Table 4) was found in chemical literacy at the multidimensional literacy level (i.e. a difference of 6.23 points), followed by conceptual literacy (a difference of 5.52 points), followed by functional literacy (of 2.93 points), and the smallest difference was in nominal literacy (of 1.59 points). The two types of high literacy obtained by students, namely multidimensional literacy and conceptual literacy, are not only based on quantitative assessments but are also reflected in students’ ability to analyze chemical data contextually, namely the ability to connect the concept of reaction rates with chemical phenomena that occur in real life, and accompanied by logical arguments based on scientific evidence.

Table 4:

Grouping of students’ chemical literacy achievements based on assignments in the SSI and DI groups. Complete chemical literacy data in Supplementary Table S3.

No	Learning model	Chemical literacy skillsa
		L1	L2	L3	L4	Average
1	SSI	97.47	91.36	82.03	70.23	85.27
2	DI	95.88	88.43	76.51	64.00	82.21
	Difference (1) – (2)	1.59	2.93	5.52	6.23	3.06

1. ^aLiteration category: L1 = nominal literacy, score >90; L2 = functional literacy, score 80–89; L3 = conceptual literacy, score 70–79; L4 = multidimentional literacy, score <70.

3.4.2 Learning experiences using SSI and learning outcomes

The implementation of SSI and DI in chemistry teaching has been carried out to achieve learning objectives based on a competency-based curriculum. The learning experience is seen from the student’s ability to carry out academic tasks referring to the Indonesian National Qualifications Framework (INQF), namely as a description of the quality or qualifications of students that are equivalent to academic abilities in carrying out chemical work productively. Activities developed in SSI learning include the ability to make observations, express desires by asking questions based on knowledge, propose initial explanations or hypotheses, plan and carry out simple investigations, collect evidence from observations, explain based on evidence, consider other explanations, communicate explanations and evaluate. The portfolio of INQF-based assignments has been assessed subjectively referring to the assignment assessment rubric, and student learning outcomes are summarized in Table 5. The average score for student assignments taught using SSI learning (M = 85.27 ± 6.27) is higher than the score for assignments that apply the DI model (M = 82.21 ± 14.56). These results indicate that the SSI model is very good in facilitating students to work on INQF-based assignments according to the chemistry topic being studied, and has an impact on improving chemistry learning outcomes.

Table 5:

Chemistry learning outcomes based on assessments from INQF-based assignments on the implementation of SSI versus DI in chemistry teaching.

No	Components of chemical literacy	Score of learning outcomes (M ± Sdv)a
		SSI	DI
1	Foster students’ curiosity	97.15 ± 3.68	96.10 ± 16.73
2	Practicing chemical literacy skills	94.59 ± 6.56	91.97 ± 16.60
3	Search and find information on socio-scientific issues	90.00 ± 7.86	84.64 ± 14.88
4	Discusses chemical issues, connecting chemical phenomena with real life, technology and society.	82.13 ± 5.16	80.84 ± 14.07
5	Presents ideas for solving problems related to reaction rate.	76.17 ± 7.30	72.03 ± 13.00
6	Explore critical thinking and complex thinking skills.	84.06 ± 5.17	83.12 ± 14.14
7	Practice analysis and argumentation	72.80 ± 8.16	66.79 ± 12.49
	Average	85.27 ± 6.27	82.21 ± 14.56

1. ^aObtained from subjective assessment of INQF-based chemistry assignments.

The main aim of applying the SSI model is to make it easier for students to understand the concept of reaction rates that occur in social life contextually. Applying the SSI model has succeeded in developing a scientific basis for students in teaching chemistry, and has had an impact on holistic mastery of chemical concepts. The use of chemical literacy in the SSI model has brought students into a real learning atmosphere in working on INQF-based assignments related to social-scientific issues involving reaction rates. Learning outcome data indicates that students have mastered chemistry material related to the topic of Reaction Rates which involves social issues that occur in real life. Student learning outcomes in the two study groups are summarized in Table 6.

Table 6:

Chemical competency statements based on portfolio scores from INQF-based assignments and tests on the implementation of SSI versus DI.

No	Assessment bases	Learning model		Analysis (α 0.05)		Competency achievement statement
		SSI (M ± Sdv)	DI (M ± Sdv)	t -test	t -Crit
1	INQF-based assignments	85.27 ± 6.27	82.21 ± 14.56	2.993	1.669	Competent
2	Pretest	34.48 ± 7.86	30.27 ± 8.93	1.067	1.669	Not competent
3	Posttest	87.06 ± 4.90	83.36 ± 3.90	3.732	1.669	Competent
	N-Gain	0.80	0.76

Learning evaluation was carried out before learning to measure students’ initial knowledge on the topic of Reaction Rate. The pretest scores of students in the two treatment groups are summarized in Table 6. The initial knowledge of students in the SSI (M = 34.48 ± 7.86) and DI (M = 30.27 ± 8.93) groups was both relatively low, and not significantly different (t_-stat 1.067 < t_-crit 1.669, α 0.05). These results indicate that the samples in the two treatment groups are homogeneous and ready to be given teaching treatment. The students’ post-test scores after learning (Table 6) show that the learning outcomes of students in the SSI class (M = 87.06 ± 4.90) were higher than DI (M = 83.36 ± 3.90), and the two treatment groups were significantly different (t_-stat 3.732 > t_-crit 1.669, α 0.05). The same pattern was also obtained in the INQF-based assignments assessment in the two treatment groups (see data in Table 6), the two treatment groups were also significantly different. The effectiveness of the learning model in achieving learning outcomes can be seen from the normalized gain, namely the NG for the SSI group (NG = 0.80) is higher than the NG for the DI group (NG = 0.76). The average chemistry learning outcomes and the magnitude of NG prove that the SSI model is very effective in improving student learning outcomes in teaching of Reaction Rates.

The contribution of chemical literacy obtained by students to improving learning outcomes in SSI and DI-based learning has been analyzed, to confirm the existence of a determinant correlation between literacy achievement and increasing learning outcomes (Figure 3). These results indicate that there is a direct influence of chemical literacy on learning outcomes in the implementation of the SSI and DI models. The R-squared determinant correlation (R²) for the SSI learning model (R² = 0.8676) is greater than the DI learning model (R² = 0.6487), as strong evidence that the contribution of chemical literacy to learning outcomes in the SSI model is greater than in DI. The magnitude of the coefficient of determination in the SSI model shows that chemical literacy has a very large contribution to improving chemistry learning outcomes.

Figure 3:

Determinant correlation between chemical literacy skills and chemistry learning outcomes in the implementation of the (○) SSI learning model and the (●) DI learning model.

The contribution of chemical literacy skills obtained by students to improving learning outcomes in SSI and DI-based learning has been analyzed, to ensure that there is a determinant correlation between literacy achievement and improving learning outcomes (Figure 3). These results show that there is a direct influence between chemical literacy on learning outcomes when applying the two models, SSI and DI. The R-squared determinant correlation (R²) of the SSI learning model (R² = 0.8676) is greater than the DI learning model (R² = 0.6487), providing strong evidence that the contribution of chemical literacy to learning outcomes in the application of the SSI model is greater than that of DI. The large coefficient of determination obtained in the SSI model proves that chemical literacy achievements contribute greatly to improving chemistry learning outcomes, which is much greater than its contribution to DI learning.

4 Discussion

The SSI-based learning model for teaching chemistry to promote chemical literacy was successfully developed and implemented in teaching Reaction Rates. This model facilitates students studying chemistry by connecting the concept of reaction rate with problems related to social issues in the learning environment. Model construction is focused on responding to the results of initial investigations regarding weaknesses in chemistry learning, followed by standardization and implementation in teaching Reaction Rates. This topic is very relevant because many chemical phenomena related to reaction rates are found in everyday life which can be explained scientifically in contextual chemistry teaching. ²⁰ The chemical cases chosen in the implementation of the SSI model are socio-scientific problems that are relevant to the topic of Reaction Rates. Students review cases contextually, such as the degradation of aspirin to study first-order kinetics and calculate the shelf life of the drug, analyze the potential energy profile to determine the activation energy and its effect on reaction speed, and discuss how pH conditions in the mouth can accelerate the dissolution of tooth enamel, proving the balance of reactions and solubility of chemical compounds. This application helps students understand abstract chemical concepts and their relationship to the socio-scientific context of life contextually, and use chemical literacy in the stages of inquiry, analyzing data, and arguing for cause and effect.

The SSI model has been systematically structured to adapt chemical literacy through stages, including (1) orientation through asking questions, (2) identifying problems from scientific phenomena/issues through group discussions, (3) formulating hypotheses by searching and collecting evidence/data, (4) using critical thinking skills to process problems related to reaction rates, and (5) concluding and presenting scientific findings. ²⁹ The SSI model is implemented in social scientific cases involving reaction rates, and students are encouraged to be directly involved in conducting investigations, looking for scientific evidence of chemical concepts to explain the facts of social issues, and explaining scientifically the contribution of reaction rates to the occurrence of social problems contextually. The model that has been developed is effective in bringing students into a learning environment related to real-life socio-scientific issues. The learning scenario promotes chemical literacy as a means to empower students to complete the INQF-based assignments set in this study. Students are enabled to develop their understanding of abstract chemical concepts to connect them to socio-scientific aspects that occur in everyday life. This literacy ability becomes a systematic scientific step for them in studying chemistry, including understanding the nature of chemistry in a socio-scientific context, testing the accuracy of applying chemical concepts, uncovering chemical processes that occur in chemical phenomena, and being ready to develop knowledge and skills in chemistry-related tasks. ³⁰

Implementing the SSI model in studying chemistry will guide students to practice chemical literacy directly in working on INQF-based assignments to achieve learning goals. Students are directly involved in analyzing scientific knowledge that underlies social problems that exist in the learning environment. Consideration of social factors is very important in illustrating, explaining, and predicting complex scientific problems, as a stage for proof and argumentative claims. ³¹ Research findings show that students taught using SSI have high chemical literacy skills, which are higher than those using DI. Understanding of chemical concepts is realized to explain chemical phenomena. Chemical literacy in SSI is relevant to teaching that has a scientific basis, involves the opinion of the scientific community, has a social dimension, involves value and ethical considerations, and requires scientific knowledge related to social issues in the real environment. ³² The findings confirm that SSI-based learning contributes to building chemical literacy which can increase students’ knowledge in General Chemistry courses. Students are engage to study chemistry and use chemical literacy at the investigation stage to increase curiosity and explore information for solving problems. Students are facilitated to have argumentation and reasoning skills in solving problems related to social issues related to chemistry. Achievements in chemical literacy are classified as very good. The seven aspects of chemical literacy that are promoted have been mastered by students, namely three literacy components are classified as very good, including cultivating curiosity, practicing literacy skills, and searching for and finding information, while the other two literacy components are classified as good. In comparison to DI-based learning, the two literacy components are in the very good category, namely practicing literacy skills, searching and finding information, while the other chemical literacy components are classified as good and moderate. The order of chemical literacy ability from highest to lowest is categorized at the levels of nominal literacy, functional literacy, conceptual literacy and multidimensional literacy.

The main aim of implementing the SSI model in teaching chemistry is to provide learning activity interventions through the use of chemical literacy to achieve a meaningful learning. The SSI model is successful in guiding students to learn, discuss and argue, complementing the experience and knowledge they gain when discussing socio-scientific issues related to reaction rates. This learning model provides students with a complete learning experience in overcoming identified chemistry learning problems. Chemical literacy skills are successful in bridging the disclosure of the cause and effect relationships of chemical phenomena with the social context. Achieving learning outcomes proves that the SSI model contributes greatly to increasing literacy, learning engagement and is a strategy for achieving chemistry competency. ³³ Data analysis shows that the SSI model is better than DI. The normalized gain magnitude confirms that the SSI model is very effective in improving chemistry learning outcomes. A positive correlation was found between the achievement of chemical literacy skills and increased chemistry learning outcomes in the application of the chemistry learning model. ³⁴ The large coefficient of determination obtained when applying the SSI model shows that chemical literacy skills contribute greatly to the achievement of chemistry learning outcomes. These results prove that chemical literacy in the SSI model has a greater impact on improving learning outcomes compared to the DI model.

The SSI model resulting from this development is relatively new for chemistry teaching and can be applied with the support of innovative learning resources. Implementing the SSI model in chemistry teaching provides an interesting learning experience, as a new strategy for using chemical literacy to explain chemical phenomena on socio-scientific issues. The SSi model facilitates students being directly involved in working on the INQF-based assignments and increasing understanding of chemistry topic concepts. Some of the advantages of implementing the SSI model include students being motivated to learn in optimizing learning potential, chemical literacy is promoted, thinking skills are developed, knowledge and skills increase, and the learning process is contextual, and meaningful learning are achieved. The SSI model is relevant for teaching chemistry in universities, suitable for building chemical literacy, and is a good choice in teaching students to achieve chemistry competency. ^{35 , 36}

5 Conclusions

Selection and implementation of innovative learning models is the main key to optimizing student learning potential in achieving competency targets. The socio-scientific issue-based learning model developed in this study has been standardized to be used to promote chemical literacy as a strategy to achieve chemistry competency targets. The SSI model is designed to meet the results of initial investigations regarding the need for a model to overcome learning problems related to chemistry learning patterns, conditions of lecturers and students, as well as the need for General Chemistry learning tools. The SSI model has been developed for teaching chemistry in universities, equipped with learning support tools such as innovative learning resources, socio-scientific based learning scenarios, chemical literacy assessment instruments and learning evaluations.

The SSI model has been implemented in teaching General Chemistry on the topic of Reaction Rates. The research results demonstrated that SSI learning was successful in promoting chemical literacy skills as a strategy in improving chemistry learning outcomes. The SSI model facilitates students studying chemistry through completing INQF-based assignments related to chemical phenomena on socio-scientific issues. Students are actively involved in making observations, asking questions to increase curiosity, proposing hypotheses, observing and collecting data, clarifying scientific evidence, and communicating results as reports. Students are able to use chemical literacy in contextually connecting chemical phenomena with socio-scientific issues in everyday life. Through chemical literacy, students have a complete understanding of the role of reaction rates that accompany chemical phenomena. The chemical literacy skills mastered by students are multidimensional literacy, conceptual literacy, functional literacy, and nominal literacy. Learning outcomes based on the INQF-based assignments assessment in the SSI class are higher than the scores in the DI class as evidence of the high chemical literacy abilities achieved in the SSI group. The SSI model enables students to master chemistry, which is demonstrated by achieving high learning outcomes at the end of the study. The average score of students in the SSI group was higher than that in the DI group, and the two groups were significantly different. The difference in the magnitude of the normalized gain in the SSI implementation (NG = 0.80), which is greater than in the DI implementation (NG = 0.76), confirms that SSI is more effective in improving student chemistry learning outcomes than DI. The SSI model through chemical literacy contributes greatly to facilitating students to study chemistry thoroughly. Learning outcomes prove that students are competent in the field of chemistry. The correlation of determination shows a direct influence of chemical literacy on learning outcomes, namely the SSI learning model (R² = 0.8676) is greater than the DI model (R² = 0.6487), proving that high chemical literacy using the SSI model contributes greatly to improving chemistry learning outcomes. The findings of this research confirm that the SSI model has been successfully applied for teaching chemistry, and it is believed that it will also be successful for teaching other subjects that have socio-scientific issues.

The SSI model developed is relatively new for teaching General Chemistry, is well accepted and adapted according to student learning developments, and is a good strategy for achieving chemistry competency. Research findings demonstrate that the SSI model with the support of innovative learning resources is effective in promoting chemical literacy and improving chemistry learning outcomes. Students have an interesting learning experience in explaining chemical phenomena on socio-scientific issues, and motivate them to study optimally to gain chemical knowledge and skills. The findings of this research confirm that the SSI model is very good for teaching science in higher education, is suitable for building scientific literacy, and is believed to be successful in improving skills and knowledge when applied to teaching other sciences that have socio-scientific issues.

6 Research implications and recommendations

The findings of this study directly provide practical implications for chemistry teaching. It is necessary to apply the SSI model to chemistry teaching to create contextual learning for the approach to solving social and environmental problems, and to provide a long-lasting learning impression for students. The contribution of the SSI model in improving student learning outcomes has been proven, providing social and environmental awareness by connecting it to the chemical phenomena being studied, and improving students’ skills in arguing scientifically through chemical literacy skills. The SSI model has changed the learning process by being dominated by the active role of students in evaluating the relationship between chemistry and social contexts, and developing the ability to convey scientific ideas for problem solving. This learning model is also convincing in its role in shifting the paradigm of active learning, namely from students who are given knowledge to students who seek and find knowledge through social issues and chemical literacy in the chemistry learning process.

The findings of this study recommend that chemistry teaching implement the SSI model in strengthening chemical literacy, especially providing space to explain relevant and actual controversial social issues, as a learning context in helping students understand chemical concepts and use them contextually in solving problems that occur in real life. The implementation of the SSI model must be supported by the availability of learning resources equipped with chemical literacy indicators in exploring real issues that occur in society in the context of chemistry, including conceptual understanding, critical thinking skills, decision making based on scientific data, and scientific communication skills. The application of the SSI model in chemistry teaching needs to be developed widely, and it is recommended to be applied to other courses to improve knowledge and skills through a scientific literacy approach as successfully done in chemistry teaching.