Content Analysis of Chemistry Textbooks on Thermochemistry Chapter for Chemical Literacy Marfuatun(a*), Galuh Yuliani (b), Nahadi (b)
a)Doctoral Programme of Natural Sciences Education, Faculty of Mathematics and Natural Sciences, Universitas Pendidikan Indonesia
*afu[at]uny.ac.id
b)Chemistry Education Department, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia
Abstract
This study aims at analyzing the aspects of chemical literacy in the general chemistry textbook on thermochemistry chapter. We review three general chemistry textbooks commonly used in basic chemistry courses. This study used a qualitative approach by content analysis. The focus of this study is the thermochemistry chapter because this topic is considered to be abstract by students. Data analysis was carried out descriptively by combining similar data within the chemical literacy framework. The analysis results indicated that the three textbooks fulfill most of the chemical content knowledge indicators, except for chemistry as an experimental discipline. On the aspect of chemistry in context, the textbooks provide insights that chemistry can be used to explain phenomena in everyday life, to make decisions and participate in social debates on chemistry-related issues, and to understand the relationship between innovations in chemistry and sociological processes. The textbooks also present knowledge that can encourage the enhancement of high-order learning skills, particularly in the review problems section.
Keywords: chemistry, textbook, thermochemistry, chemical literacy
