The Effect of Socio-Scientific Issues-Based Inquiry Learning on Students’ Chemical Literacy Skills

Citra Ayu Dewi,[a] Yeti Kurniasih[a] and Baiq Asma Nufida[a]

Abstract

Chemical literacy among university students, assessed using the PISA framework, remains low—particularly among pre-service chemistry teachers. This suggests that current higher education practices have limited impact on improving students’ chemical literacy. One promising approach is inquiry-based learning centered on socio-scientific issues (SSI). This study examines the effect of SSI-based inquiry learning on students’ chemical literacy, focusing on acid–base topics. A quasi-experimental pretest–posttest control group design was used, with data collected through a specially developed chemical literacy test (reliability coefficient R = 0.817). Data analysis involved t-tests and effect size calculations. Results indicate a significant difference between students taught using SSI-based inquiry learning and those taught through traditional methods. The effect size falls within the strong category, confirming the significant positive impact of this approach. These findings demonstrate that integrating SSI into inquiry-based learning effectively enhances chemical literacy in higher education.

Keywords:

chemical literacy, socio-scientific issues, inquiry-based learning, acid-base education, science education reform.

El efecto del aprendizaje por indagación basado en temas sociocientíficos sobre las habilidades de alfabetización química de los estudiantes

Resumen

La alfabetización química entre estudiantes universitarios, evaluada mediante el marco de PISA, sigue siendo baja, especialmente entre los futuros docentes de química. Esto sugiere que las prácticas actuales en la educación superior tienen un impacto limitado en la mejora de dicha alfabetización. Un enfoque prometedor es el aprendizaje por indagación centrado en temas sociocientíficos (SSI, por sus siglas en inglés). Este estudio analiza el efecto de este tipo de aprendizaje en la alfabetización química de los estudiantes, con énfasis en los temas de ácidos y bases. Se utilizó un diseño cuasiexperimental con pretest y postest en grupos control y experimental, y se recopilaron datos mediante una prueba de alfabetización química especialmente diseñada (coeficiente de confiabilidad R = 0.817). El análisis de datos incluyó pruebas t y cálculos del tamaño del efecto. Los resultados muestran una diferencia significativa entre los estudiantes que aprendieron mediante indagación basada en SSI y aquellos que recibieron enseñanza tradicional. El tamaño del efecto se ubica en la categoría fuerte, lo que confirma el impacto positivo significativo de este enfoque. Estos hallazgos demuestran que integrar temas sociocientíficos en el aprendizaje por indagación mejora eficazmente la alfabetización química en la educación superior.

Palabras clave:

alfabetización química, temas sociocientíficos, aprendizaje por indagación, educación en ácidos y bases, reforma de la educación científica.

Introduction

Twenty-first-century education guides chemistry learning toward the development of skills aligned with current societal needs and challenges. Chemical literacy refers to a person’s ability to understand and apply chemical knowledge in everyday life (Thummathong & Thathong, 2018), encompassing three key aspects: knowledge, awareness, and the appropriate and effective application of chemistry (Shwartz et al., 2006). These competencies are a central concern for educators, both in the teaching process and in students’ daily lives (Rusmansyah et al., 2023). Teachers adopt various strategies to foster the development of chemical literacy skills (Dewi et al., 2019); however, such efforts have not yet translated into high performance on the PISA assessment.

In scientific literacy among 15-year-olds, Indonesia ranked 74th out of 79 countries in the 2018 PISA survey, with an average score of 396—well below the international average of 487 (OECD, 2018). The 2022 PISA results show a further decline to 383, placing Indonesia 102 points below the global average (OECD, 2023). This suggests a disconnect between the learning process in schools and the cognitive demands assessed by PISA. Indonesian students tend to apply scientific knowledge only to low-level cognitive problems, struggling with higher-order tasks (Cahyana et al., 2017). This is partly due to students’ limited problem-solving skills, especially in identifying, understanding, and applying basic science concepts to real-life situations (Hawa & Putra, 2018).

Thus, the role of the teacher is crucial in fostering students’ chemical literacy from early education. Teachers are key agents in developing these skills (Islami et al., 2020). Chemically literate teachers can deliver chemistry content more effectively and deeply. According to Sumanik et al. (2021), teachers’ chemical literacy has a positive impact on students’ learning outcomes. Therefore, teacher candidates must be adequately prepared to support students’ development of chemical literacy (Sumarni et al., 2021). Such preparation should begin during teacher training, ensuring that future educators are capable of selecting appropriate learning models and developing effective teaching materials to enhance students’ chemical literacy. Well-prepared prospective teachers are expected to become professionals capable of guiding science learning in a globally competitive society (Dewi et al., 2022).

However, studies show that university students training to become chemistry teachers still fall short in chemical literacy based on PISA metrics. For instance, Sunarti (2015) reported that students at the State University of Surabaya demonstrated strength in scientific explanation, designing investigations, and interpreting data—but only at a basic level. Similarly, students at Indonesian public universities scored low in content, epistemic, and procedural domains of chemical literacy (Fadly et al., 2022). Djaen et al. (2021) evaluated 28 first-year students at Jember State University using a chemical literacy test on carbon compounds (r = 0.718), with an average score of 59.7 (medium category). Muntholib et al. (2020) assessed 71 first-year students at the State University of Malang using a test on chemical kinetics (r = 0.744), obtaining an average score of 63.24, also in the medium range. These findings indicate that higher education is not yet significantly contributing to students’ chemical literacy. Interviews with lecturers at the University of Education Mandalika and UIN Mataram confirm that, despite adopting student-centered inquiry-based learning, students still struggle with chemical literacy skills.

One promising approach is the inquiry learning model based on socio-scientific issues (SSI), which can improve students’ argumentation skills and foster multiple perspectives (Wahono et al., 2021). SSI-based inquiry allows students to independently build knowledge, supported by educators, through real-world social science issues (Hwang et al., 2023). It addresses complex, open-ended social problems, helping students contextualize chemical concepts within societal issues and thereby enhancing chemical literacy (Sulistina & Hasanah, 2024). SSI inquiry not only improves scientific understanding but also encourages ethical, moral, and civic engagement in science education (Çalik & Wiyarsi, 2024). It fosters motivation and analytical thinking by enabling students to explore scientific controversies and their societal implications (Avsar Erumit & Yuksel, 2023; Şaşmazören et al., 2023).

This model also promotes scientific behavior, decision-making, and critical discussion about socio-scientific controversies (Georgiou & Kyza, 2023). By connecting chemistry content to real-life issues, SSI-based inquiry enhances students’ reasoning and understanding of scientific phenomena in meaningful contexts (Adal & Cakiroglu, 2023; Chen & Xiao, 2021). The integration of SSI into teaching strategies—such as e-modules and digital worksheets (Sıbıç & Topcu, 2020)—further supports this pedagogical shift.

The SSI approach deepens the learning experience by linking scientific knowledge with students’ lives and encouraging them to view science beyond classroom content (Cha et al., 2021; Ke et al., 2020, 2021). It also improves students’ argumentation, reasoning, and overall scientific literacy (Baytelman et al., 2020; Bächtold et al., 2023; Betul Cebesoy & Chang Rundgren, 2023).

This study investigates the impact of SSI-based inquiry learning on students’ chemical literacy regarding acid-base concepts. The research questions are: (1) Is there a significant difference in students’ chemical literacy before and after SSI-based inquiry instruction? (2) How effective is this instructional model in improving chemical literacy? The study defines chemical literacy in three components: content (chemical topics), knowledge (understanding chemical concepts), and competency (applying chemical knowledge). The novelty of this study lies in its focus on authentic, current, and controversial socio-scientific issues as a foundation for improving students’ chemical literacy through inquiry-based learning.

Method

This study employed a quasi-experimental pretest-posttest control group design. The sample was selected through a saturated sampling technique, whereby the entire population is included as the sample (Creswell, 2014). A total of 80 students from the Chemistry Education Program at the State Islamic University of Mataram participated in the study. Forty students were assigned to the experimental group, which was taught using the SSI-based inquiry model, while the other 40 were placed in the control group, which followed conventional instructional methods. Both groups completed a pretest before the intervention and a posttest afterward. The design of the research is summarized in Table 1.

Table 1. Research Design.

Note: O1 = Pretest of the control group; O2 = Posttest of the experimental group.

The study utilized two types of instruments: treatment instruments and measurement instruments. The treatment instruments—used during the teaching and learning activities—included the learning syllabus, semester learning plans, and student worksheets (see Appendix 1). The measurement instruments consisted of test items designed to assess students’ chemical literacy skills. These items were developed by the researchers based on established indicators of chemical literacy.

The distribution of the chemical literacy components is shown in Table 2.

Table 2. Aspects of Chemical Literacy based on Shwartz et al. (2006).

The chemical literacy instrument was administered to students who had completed introductory courses on acid-base topics. The instrument’s validity and reliability were evaluated using the Cronbach’s alpha test. In addition, a preliminary analysis—including tests for normality and homogeneity—was conducted to determine the appropriate statistical analyses.

For hypothesis testing, a t-test was employed to compare chemical literacy levels before and after the intervention. To evaluate the effectiveness of the SSI-based inquiry model, an effect size test was also performed.

The validity test results showed that all items had p-values greater than 0.05, indicating that all items were valid. These results are detailed in Table 3.

Table 3. Validity of the Chemical Literacy Instrument.

The reliability test showed a Cronbach’s alpha value of 0.817 for the 24-item instrument, indicating a very high level of internal consistency. The reliability results are presented in Table 4.

Table 4. The Reliability of Chemical Literacy Instrument

Result and Discussions

The assessment of students’ chemical literacy skills focused on two main dimensions: knowledge and competency. The knowledge component included content, procedural, and epistemic aspects, while the competency component encompassed the ability to explain scientific phenomena, design scientific inquiries, evaluate scientific processes, and analyze data and evidence.

Data were collected using pretest and posttest scores. Before conducting the t-test, tests for normality and homogeneity were performed to verify that the data were normally distributed and that variances were equal across groups. The Kolmogorov–Smirnov test was used for the normality test, applying a significance level of 0.05 with IBM SPSS 25. The results are shown in Table 5.

Table 5. Results of the Normality Test for Students’ Chemical Literacy Skills.

Note: A significance value of 0.01 (p < 0.05) indicates a normal distribution.

Additionally, a homogeneity test was conducted using Levene’s test (α = 0.05), also with IBM SPSS 25. The outcomes are presented in Table 6.

Table 6. Results of the Homogeneity Test for Students’ Chemical Literacy Skills.

Note: A significance value of 0.611 (p > 0.05) indicates homogeneous data.

Finally, an independent t-test was conducted to determine the differences in students’ chemical literacy skills before and after the application of the SSI-based inquiry learning model.

Differences in Students’ Chemical Literacy Before and After the Implementation of SSI-based Inquiry Model

The purpose of this t-test is to compare students’ levels of chemical literacy before and after applying the SSI-based inquiry model. Table 7 provides detailed information on the t-test results related to students’ chemical literacy.

Table 7. Students’ Chemical Literacy Skills Before and After the SSI-Based Inquiry Model Implementation.

After the treatment, students’ average chemical literacy score increased to 44.29, compared to 33.64 prior to the intervention (see Table 7). Table 8 presents the results of the independent samples t-test used to assess the difference in scores.

Table 8. Differences in Students’ Chemical Literacy Skills Before and After the SSI-Based Inquiry Model Implementation.

The test results indicate a significance value of 0.000 (p < .05), supporting the alternative hypothesis (Ha). This suggests that there is a statistically significant difference in students’ chemical literacy skills before and after the implementation of the SSI-based inquiry learning model. The findings demonstrate that the model positively influences students’ chemical literacy by promoting a deeper understanding of chemical content through the analysis of social and scientific issues related to chemistry. It encourages students to seek and analyze relevant information, identify possible solutions to real-world problems, and evaluate their problem-solving processes.

Previous studies have shown that chemical literacy can be effectively developed through context-based learning on topics such as acid–base reactions, chemical equilibrium, and chemical bonding (Eny & Wiyarsi, 2019; Nurisa & Arty, 2019; Yustin & Wiyarsi, 2019). Students have demonstrated the highest proficiency in distinguishing between the concept of equilibrium as it relates to chemical substances and as it applies to equilibrium reactions in chemical contexts (Thummathong & Thathong, 2018). Additionally, the use of real-world examples and contextual discussions has been shown to enhance students’ literacy skills in thermochemistry and thermodynamics (Cigdemoglu & Geban, 2015a).

The Effectiveness of the SSI-Based Inquiry Model on Students’ Chemical Literacy Skills

To determine the effectiveness of the SSI-based inquiry model on students’ chemical literacy, an effect size test was conducted. Table 9 provides the results.

Table 9. Effect Size of Students’ Chemical Literacy Skills After the SSI-Based Inquiry Model Implementation.

The calculated effect size was 0.888, which falls into the “large” category. This indicates a strong effect of the SSI-based inquiry model on improving students’ chemical literacy. Compared to conventional learning, the SSI-based approach significantly enhances students’ understanding, largely due to its alignment with case-based learning. Real-life chemistry-related cases serve as a springboard for inquiry, prompting students to formulate questions and apply chemical knowledge more deeply (Yano et al., 2022).

Chemistry problems rooted in everyday life have been shown to support the development of chemical literacy (Bag & Calik, 2017; Cigdemoglu et al., 2017). Chemical literacy is linked to the ability to understand the structure and application of chemical knowledge (Broman & Parchmann, 2014; Dewi et al., 2019, 2021; Thummathong & Thathong, 2018; Ültay & Çalık, 2012; Wiyarsi, 2020).

Several studies support the claim that chemical literacy is effectively developed through context-based approaches on topics such as acid–base reactions, chemical equilibrium, and bonding (Eny & Wiyarsi, 2019; Nurisa & Arty, 2019; Wiyarsi et al., 2021; Yustin & Wiyarsi, 2019). In particular, students have shown high proficiency in interpreting the meaning of chemical equilibrium, both in terms of substance phenomena and equilibrium reactions (Ad’hiya & Laksono, 2018; Dewi et al., 2024). Contextualized learning and real-world examples also support improvement in thermochemistry and thermodynamics literacy (Cigdemoglu & Geban, 2015b).

Furthermore, studies suggest that problem-solving activities help students develop effective strategies for addressing scientific challenges (Che Lah et al., 2021). This method fosters a structured approach to real-world problems (Dewi et al., 2024; Sari et al., 2021), enabling students to apply their experience to new or similar problems with greater efficacy (Aslan, 2021; Dewi & Rahayu, 2023).

Conclusion

Based on the results of this study, the following conclusions can be drawn:
a) There was a statistically significant difference in students’ chemical literacy before and after the implementation of the SSI-based inquiry learning model.
b) The application of the SSI-based inquiry learning model had a strong positive effect on students’ chemical literacy skills.

Therefore, implementing the SSI-based inquiry model is an effective instructional strategy for significantly enhancing students’ chemical literacy compared to conventional learning approaches.

It is recommended that future researchers provide continuous training in problem-solving to help students generate diverse solutions during the learning process. In addition, this research can be extended to broader populations and other relevant chemistry topics.

Acknowledgements

Special thanks to the Rector of Universitas Pendidikan Mandalika, Mataram, for funding this research project, and to the Chairman of LP3M UNDIKMA Mataram for their support, encouragement, and guidance throughout the research process.

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Appendix 1. Worksheet

Appendix 2. Chemical Literacy Instrument

Recepción: 2024-08-18. ▪ Aceptación: 2025-03-10.

Cómo citar:

Citra Ayu Dewi, Yeti Kurniasih and Baiq Asma Nufida. (2025, julio-septiembre). The Effect of Socio-Scientific Issues-Based Inquiry Learning on Students’ Chemical Literacy Skills. Educación Química, 36(3). https://doi.org/10.22201/fq.18708404e.2025.3.89344