Review of Chemistry Learning Modules on the Impact of Students Literacy Putri Wulandari Nabila (a*), Wiji (b**), Tuszie Widhiyanti (b) Sri Mulyani (b)
a) Chemistry Education, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*putriwnabilaa[at]gmail.com
b) Department of Chemistry Education, Universitas Pendidikan Indonesia, Bandung 40154, Indonesia
**maswiji[at]upi.edu
Abstract
This study aims to review the chemistry learning module that impacts students literacy. The method used is document analysis, which is the articles are between 2012-2022. The articles reviewed were 20 articles, consisting of 17 journals and three proceedings. They have been indexed by Scopus or accredited by SINTA. The main variables analyzed include module development methods, types of literacy skills, and the relationship between development methods and literacy skills. The results obtained indicate nine methods used: multi-representation-based modules, natural of sciences, STEM, green chemistry, context-based learning, socio-scientific issues, cooperative learning, inquiry, and literacy-based. The types of literacy skills are grouped based on the competencies published by PISA which include explaining phenomena (about 19 articles of 20), designing investigations (about 18 articles of 20), and evaluating contextual investigations (about 19 articles of 20). The relationship between the development method and the type of literacy skills being trained shows a connection at each step. The modules developed have the impact of training and improving student literacy.
Keywords: chemistry learning module, chemical literacy
