Context-Based Chemistry Learning A Systematic Literature Review
Abstract
Abstract This study aimed to examine the impact of context-based chemistry learning on cognitive, affective, psychomotor, and social aspects of students, integration of context-based learning with chemistry learning models or strategies, and implementation of effective context-based chemistry learning. A total of 34 articles for further analysis were obtained from SCOPUS, ERIC, and Google Scholar database through systematic literature (SLR) method. The result of analysis showed that (1) context-based chemistry learning has a positive effect improving student’s cognitive, affective, psychomotor, and social aspects, (2) context-based chemistry learning can be integrated with certain learning models or strategies and presentation of learning context carried out at the beginning of learning, (3) the implementation of effective context-based chemistry learning can be done by considering several aspects including the selection of appropriate and applicable learning contexts, teacher master the concepts of learning materials and students actively participated in each learning syntax that is applied.
Keywords context-based learning, chemistry learning, systematic literature review.
Abstrak Penelitian ini bertujuan untuk mengkaji dampak pembelajaran kimia berbasis konteks terhadap aspek kognitif, afektif, psikomotori, dan social peserta didik, integrase pembelajaran kimia berbasis konteks dengan model atau strategi pembelajaran kimia, dan implementasi pembelajaran kimia berbasis konteks yang efektif. Sebanyak 34 artikel dianalisis lebih lanjut diperoleh dari database SCOPUS, ERIC, dan Google Schoolar melalui metode systematic literature review (SLR). Hasil analisis menunjukkan bahwa (1) pembelajaran kimia berbasis konteks memiliki pengaruh posistif terhadap aspek kognitif, afektif, psikomotor, dan sosial, (2) pembelajaran kimia berbasis konteks dapat diintegrasikan dengan model atau strategi pembelajaran dan penyajian konteks dilakukan pada awal pembelajaran, dan (3) implementasi pembelajaran kimia berbasis konteks yang efektif dapat dilakukan dengan mempertimbangkan beberapa aspek diantaranya adalah pemilihan konteks pembelajaran yang tepat dan aplikatif, guru menguasai konsep pembelajaran, dan peserta didik berpartisipasi aktif dalam setiap sintaks pembelajaran yang diaplikasikan.
Kata kunci Pembelajaran berbasis konteks, pembelajaran kimia, review literature sistematik.
Full Text:
PDFReferences
Altundag, C. K. (2018). Context-based chemistry teaching within the 4Ex2 model: Its impacts on metacognition, multiple intelligence, and achievement. Journal of Turkish Science Education, 15(2), 1–12.
Aslamiah, A., Abbas, E. W., & Mutiani, M. (2021). 21st-Century Skills and Social Studies Education. The Innovation of Social Studies Journal, 2(2), 82.
Baran, M., & Sozbilir, M. (2018). An Application of Context- and Problem-Based Learning (C-PBL) into Teaching Thermodynamics. Research in Science Education, 48(4), 663–689.
Baydere, F. K. (2021). Effects of a context-based approach with prediction-observation-explanation on conceptual understanding of the states of matter, heat and temperature. Chemistry Education Research and Practice, 22(3), 640–652.
Bortnik, B., Stozhko, N., & Pervukhina, I. (2021). Context-based testing as assessment tool in chemistry learning on university level. Education Sciences, 11(8).
Broman, K., Bernholt, S., & Parchmann, I. (2018). Using model-based scaffolds to support students solving context-based chemistry problems. International Journal of Science Education, 40(10), 1176–1197.
Broman, K., & Parchmann, I. (2014). Students’ application of chemical concepts when solving chemistry problems in different contexts. Chemistry Education Research and Practice, 15(4), 516–529.
Cahyarini, A., Rahayu, S., & Yahmin, Y. (2016). The effect of 5E learning cycle instructional model using socioscientific issues (SSI) learning context on students’ critical thinking. Jurnal Pendidikan IPA Indonesia, 5(2), 222–229.
Calik, M., & Karatas, F. O. (2019). Does a “Science, Technology and Social Change” course improve scientific habits of mind and attitudes towards socioscientific issues? Australian Journal of Teacher Education, 44(6), 34–52.
Cigdemoglu, C., & Geban, O. (2015a). Context-Based Lessons with 5E Model to Promote Conceptual understanding of Chemical Reactions and Energy Concepts. Journal of Baltic Science Education, 14, 435–447.
Cigdemoglu, C., & Geban, O. (2015b). Improving Students’ Chemical Literacy Level on Thermochemical and Thermodynamics Concepts through Context-Based Approach. Chemistry Education Research and Practice, 3, 10715–10722.
Dori, Y. J., Avargil, S., Kohen, Z., & Saar, L. (2018). Context-based learning and metacognitive prompts for enhancing scientific text comprehension. International Journal of Science Education, 40(10), 1198–1220.
Duay, B. S. (2017). Perceived Relevance of Chemistry Topics to Everyday Life: Inputs to Context Based Enrichment Activities in General and Inorganic Chemistry. 1(September), 73–83.
Edelsztein, V. C., Tarzi, O. I., & Galagovsky, L. (2020). Chemical senses: a context-based approach to chemistry teaching for lower secondary school students. Chemistry Teacher International, 0(0), 1–14.
Enneking, K. M., Breitenstein, G. R., Coleman, A. F., Reeves, J. H., Wang, Y., & Grove, N. P. (2019). The Evaluation of a Hybrid, General Chemistry Laboratory Curriculum: Impact on Students’ Cognitive, Affective, and Psychomotor Learning. Journal of Chemical Education, 96(6), 1058–1067.
Flaherty, A. A. (2020). A review of affective chemistry education research and its implications for future research. Chemistry Education Research and Practice, 21(3), 698–713.
Giammatteo, L. M. T., & Valdivia, D. A. E. O. (2021). Introducing Chemistry of Cleaning through Context-Based Learning in a High-School Chemistry Course. American Journal of Educational Research, 9(6), 335–340.
Grooms, J., Sampson, V., & Golden, B. (2014). Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues. International Journal of Science Education, 36(9), 1412–1433.
Gulacar, O., Zowada, C., Burke, S., Nabavizadeh, A., Bernardo, A., & Eilks, I. (2020). Integration of a sustainability-oriented socio-scientific issue into the general chemistry curriculum: Examining the effects on student motivation and self-efficacy. Sustainable Chemistry and Pharmacy, 15(December 2019), 100232.
Ilhan, N., Yildirim, A., & Yilmaz, S. S. (2016). The effect of context-based chemical equilibrium on grade 11 students’ learning, motivation and constructivist learning environment. International Journal of Environmental and Science Education, 11(9), 3117–3137.
Johnson, C., Boon, H., & Dinan Thompson, M. (2021). Cognitive Demands of the Reformed Queensland Physics, Chemistry and Biology Syllabus: An Analysis Framed by the New Taxonomy of Educational Objectives. Research in Science Education, 0123456789.
Johnson Enero, U., & Umesh, R. (2018). Representations of Chemical Phenomena in Secondary School Chemistry Textbooks. Chemistry Education Research and Practice.
Karpudewan, M., & Mathanasegaran, K. (2018). Exploring the use of context-based green chemistry experiments in understanding the effects of concentration and catalyst on the rate of reaction. Asia-Pacific Forum on Science Learning and Teaching, 19(2).
King, D. (2012). New perspectives on context-based chemistry education: using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51–87.
King, D., & Henderson, S. (2018). Context-based learning in the middle years: achieving resonance between the real-world field and environmental science concepts. International Journal of Science Education, 40(10), 1221–1238.
King, Donna T. (2007). Teacher beliefs and constraints in implementing a context-based approach in chemistry. Journal of Nuclear Cardiology, 14(4), S97–S97.
King, Donna Therese, & Ritchie, S. M. (2013). Academic Success in Context-Based Chemistry: Demonstrating fluid transitions between concepts and context. International Journal of Science Education, 35(7), 1159–1182.
Koulougliotis, D., Antonoglou, L., & Salta, K. (2021). Probing Greek secondary school students’ awareness of green chemistry principles infused in context-based projects related to socio-scientific issues. International Journal of Science Education, 43(2), 298–313.
Magwilang, E. (2016). Teaching Chemistry in Context: Its Effects on Students’ Motivation, Attitudes and Achievement in Chemistry. International Journal of Learning, Teaching and Educational Research, 15(4), 60–68.
Majid, A. N., & Rohaeti, E. (2018). The Effect of Context-Based Chemistry Learning on Student Achievement and Attitude. American Journal of Educational Research, 6(6), 836–839.
Milenkovic, D. D., Segedinac, M. D., & Hrin, T. N. (2014). Increasing high school students’ chemistry performance and reducing cognitive load through an instructional strategy based on the interaction of multiple levels of knowledge representation. Journal of Chemical Education, 91(9), 1409–1416.
OECD. (2016). Overview: Excellence and Equity in Education: Vol. I.
Podschuweit, S., & Bernholt, S. (2018). Composition-Effects of Context-based Learning Opportunities on Students’ Understanding of Energy. Research in Science Education, 48(4), 717–752.
Pongchano, P., Jansawang, N., & Chomchid, P. (2017). A Study of Context-Based Learning Activity Model on Chemical Reaction Issue for Secondary Students at the 10th Level. European Journal of Education Studies, 3(5), 629–647.
Pratiwi, Y. N., Rahayu, S., & Fajaroh, F. (2016). Socioscientific issues (SSI) in reaction rates topic and its effect on the critical thinking skills of high school students. Jurnal Pendidikan IPA Indonesia, 5(2), 164–170.
Pursitasari, I. D., Suhardi, E., Putra, A. P., & Rachman, I. (2020). Enhancement of student’s critical thinking skill through science context-based inquiry learning. Jurnal Pendidikan IPA Indonesia, 9(1), 97–105.
Qamariyah, S. N., Rahayu, S., Fajaroh, F., & Alsulami, N. M. (2021). The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students’ Higher-Order Thinking Skills. Journal of Science Learning, 4(3), 210–218.
Rahayu, S. (2018). Promoting the 21 st century scientific literacy skills through innovative chemistry instruction Promoting the 21 st Century Scientific Literacy Skills through Innovative Chemistry Instruction. 020025(December 2017), 0–8.
Redhana, I. W. (2019). Mengembangkan Keterampilan Abad Ke-21 Dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia, 13(1).
Sevian, H., Hugi-Cleary, D., Ngai, C., Wanjiku, F., & Baldoria, J. M. (2018). Comparison of learning in two context-based university chemistry classes. International Journal of Science Education, 40(10), 1239–1262.
Slovinsky, E., Kapanadze, M., & Bolte, C. (2021). The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment. Eurasia Journal of Mathematics, Science and Technology Education, 17(8), 1–16.
Solbes, J., Torres, N., & Traver, M. (2018). Use of socio-scientific issues in order to improve critical thinking competences. Asia-Pacific Forum on Science Learning and Teaching, 19(1).
Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of “relevance” in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1–34.
Talanquer, V. (2011). Macro, submicro, and symbolic: The many faces of the chemistry “triplet.” International Journal of Science Education, 33(2), 179–195.
Thomas, G. P. (2017). “Triangulation:” an expression for stimulating metacognitive reflection regarding the use of “triplet” representations for chemistry learning. Chemistry Education Research and Practice, 18(4), 533–548.
Topcu, M. S., Mugaloglu, E. Z., & Guven, D. (2014). Socioscientific issues in science education: The case of Turkey. Kuram ve Uygulamada Egitim Bilimleri, 14(6), 2340–2348.
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills. Procedia - Social and Behavioral Sciences, 59, 110–116.
Uce, M., & Ceyhan, İ. (2019). Misconception in Chemistry Education and Practices to Eliminate Them: Literature Analysis. Journal of Education and Training Studies, 7(3), 202.
Ultay, N. (2015). the Effect of Concept Cartoons Embedded Within Context-Based Chemistry: Chemical Bonding. Journal of Baltic Science Education, 14(1), 96–108.
Vaino, K., Holbrook, J., & Rannikmäe, M. (2012). Stimulating students’ intrinsic motivation for learning chemistry through the use of context-based learning modules. Chemistry Education Research and Practice, 13(4), 410–419.
Vogelzang, J., Admiraal, W. F., & van Driel, J. H. (2019). Scrum methodology as an effective scaffold to promote students’ learning and motivation in context-based secondary chemistry education. Eurasia Journal of Mathematics, Science and Technology Education, 15(12).
Vogelzang, J., Admiraal, W. F., & van Driel, J. H. (2021). Scrum methodology in context‑based secondary chemistry classes: effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning. Instructional Science.
Wei, B., & Long, F. (2021). Teaching chemistry in context: what we know from teachers’ lesson plans. International Journal of Science Education, 43(8), 1208–1227.
Widarti, H. R., Marfu’ah, S., & Parlan. (2019). The Effects of Using Multiple Representations on Prospective Teachers’ Conceptual Understanding of Intermolecular Forces. Journal of Physics: Conference Series, 1227(1).
Williams, D. P., & Hin, S. L. F. (2017). Measuring the Impact of Context and Problem Based Learning Approaches on Students’ Perceived Levels of Importance of Transferable & Workplace Skills. New Directions in the Teaching of Physical Sciences, 12(12), 1–8.
Wiyarsi, A., Hendayana, S., Firman, H., & Anwar, S. (2017). Development of the learning design ability in the vocational context for pre-service chemistry teachers. Journal of Science Education, 18(2), 50–53.
Wiyarsi, A., Pratomo, H., & Priyambodo, E. (2017). Chemistry Learning: Perception and Interest of Vocational High School Student of Automotive Engineering Program. International Seminar on Science Education, 3(October), 359–365.
Wiyarsi, A., Pratomo, H., & Priyambodo, E. (2020). Vocational high school students’ chemical literacy on context-based learning: A case of petroleum topic. Journal of Turkish Science Education, 17(1), 147–161.
Wiyarsi, A., Prodjosantoso, A. K., & Nugraheni, A. R. E. (2021). Promoting Students’ Scientific Habits of Mind and Chemical Literacy Using the Context of Socio-Scientific Issues on the Inquiry Learning. Frontiers in Education, 6(May), 1–12.
Xiao, Y., & Watson, M. (2019). Guidance on Conducting a Systematic Literature Review. Journal of Planning Education and Research, 39(1), 93–112.
Yuliastini, I. B., Rahayu, S., Fajaroh, F., & Mansour, N. (2018). Effectiveness of pogil with ssi context on vocational high school students’ chemistry learning motivation. Jurnal Pendidikan IPA Indonesia, 7(1), 85–95.
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Jurnal Pendidikan MIPA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright is reserved to The Jurnal Pendidikan MIPA that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.