JPII 12 (4) (2023) 504-513

Jurnal Pendidikan IPA Indonesia

http://journal.unnes.ac.id/index.php/jpii

SOCIOSCIENTIFIC ISSUE-BASED UNDERGRADUATE

STUDENT WORKSHEETS ON SCIENTIFIC LITERACY
AND ENVIRONMENTAL AWARENESS

S. Hanifha*1, M. Erna2, A. M. Noer3, C. A. Talib4

1
Graduated Student, Department of Chemistry Education,Universitas Riau, Indonesia
2,3
Department of Chemistry Education,Universitas Riau, Indonesia
4
Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia

DOI: 10.15294/jpii.v12i4.45817

Accepted: July 10th, 2023. Approved: December 29th, 2023. Published: December 31st 2023

ABSTRACT

Scientific literacy and environmental awareness are skills needed in the 21st century. Therefore, education must
provide these skills. This research aims to analyze the effect of SSI-based undergraduate student worksheets on
chemical thermodynamics. Pre-experimental research with a pretest-posttest control group design was employed
to compare SSI-based and science-based undergraduate student worksheets. Chemistry education students at
FKIP Universitas Riau for the 2022/2023 academic year were selected as samples. The experimental and control
groups were established based on the homogeneity of their previous academic scores. This study evaluated two
outcome variables: scientific literacy ability and environmental awareness. The research instrument is a scientific
literacy test using scientific literacy description questions and environmental awareness questionnaires. Scientific
literacy test scores were analyzed using the Independent Sample T-test, and environmental awareness question-
naire results were analyzed using the Mann-Whitney U-Test. Increased scientific literacy and environmental
awareness of students were analyzed using the N-gain test. The results showed that the experimental group’s
scientific literacy and environmental awareness were significantly higher than the control group. Therefore, it
can be concluded that SSI-based undergraduate student worksheets effectively increase scientific literacy and
environmental awareness.
© 2023 Science Education Study Program FMIPA UNNES Semarang

Keywords: environmental awareness; scientific literacy; socioscientific issues

INTRODUCTION needed in the 21st century, as identified by the

World Economic Forum (Forum, 2015).
The transformation of the 21st century as The ability to detect issues, learn new
the Era of Human Capital is where science and knowledge, interpret scientific phenomena, and
technology develop rapidly, significantly impac- make decisions based on data and features of
ting free competition in all aspects of human life science and technology is known as scientific lite-
(Pratiwi, 2019). As members of society, students racy (OECD, 2016). Internationally, the purpose
must disrupt themselves as reflective, responsive, of developing scientific literacy is for students to
and adaptive individuals with a good understan- have the ability to understand and participate in
ding of science to apply the knowledge to solve debates about science and technology. The inten-
real-life problems (Rahayu, 2017a). The state- tion of scientific literacy is to increase students’
ment is closely related to the ability to be literate skills to think critically, apply science ideas in
in science. Scientific literacy is one of the skills meaningful ways, and make appropriate, well-
rounded decisions about issues that arise in daily
*Correspondence Address life (Rahayu, 2017b).
E-mail: [email protected]
 S. Hanifha, M. Erna, A. M. Noer, C. A. Talib / JPII 12 (4) (2023) 504-513
505

Science learning, including chemistry, not The 2018 PISA analysis by the OECD
only emphasizes understanding concepts, but (2019) shows that students’ awareness of environ-
students are required to apply science concepts mental issues is directly proportional to their level
to solve problems related to chemistry in every- of knowledge and scientific literacy skills. This
day life. Assessing students’ scientific literacy in result proves that students’ awareness of environ-
chemistry education, however, has not been the mental issues is still low. Erna et al. (2023) stated
subject of much research. Based on the results of that only a few programs exist in Indonesian uni-
the 2018 PISA (Programme for International Stu- versities to develop students’ responsibility for the
dents Assessment), Indonesian students’ scien- environment. As a result, academic institutions
tific literacy ranks 72nd out of 78 participating need to offer a platform for raising environmental
nations (Schleicher, 2019). Meanwhile, based on awareness using a range of instructional initiati-
several previous research results, scientific litera- ves.
cy skills, especially in chemistry education stu- Based on preliminary research on che-
dents, are in the low category (Rahmayanti et al., mistry lecturers of two universities in Riau, they
2021; Sumanik et al., 2021). Therefore, scientific have never made advantage of SSI-based lear-
literacy is needed by chemistry education stu- ning. Additionally, according to the interview
dents today. data, undergraduate students were never given
There are a number of innovative appro- SSI-based worksheets as teaching materials du-
aches that can be used to encourage students to ring the learning process. Using contextual lear-
read, think, investigate, and make decisions about ning resources as media can increase literacy, sen-
specific topics in order to enhance scientific li- sitivity, and action to overcome environmental
teracy (Widodo et al., 2020). This effort can be problems (Suryawati et al., 2020).
conducted by providing issues related to daily life One of the most needed learning resources
(Dewi et al., 2019; Widodo et al., 2020; Rohmah is SSI-based undergraduate student worksheets
et al., 2022), such as socioscientific issues (SSI). based on contextual and authentic environmen-
SSI was chosen as a learning context because tal issues. In the 21st century, technology is vital
it can improve scientific literacy (Sadler, 2011; in helping implement learning. Electronic-based
Zeidler, 2014). teaching materials are one technology to support
Socioscientific issues discuss dilemmas learning (Noer et al., 2020). Therefore, SSI-based
that society faces and relate to a conceptual, pro- undergraduate student e-worksheets are needed.
cedural, or technological context in science (Ke et The e-worksheets in the learning process can
al., 2021). Applying socioscientific issues in lear- guide students in answering and finding know-
ning guides students to think based on scientific ledge, especially in chemical thermodynamics.
evidence and integrate components from various SSI-based undergraduate student e-worksheets
aspects of life, including scientific, social, ethical, are more practical, easily accessible, and do not
and moral aspects (Siribunnam et al., 2014; Zeid- require significant costs, making it a form of in-
ler et al., 2019). This socioscientific issue-based novation in facilitating undergraduate students in
learning benefits students by helping them achie- the learning process (Aldresti et al., 2021).
ve decision-making (Eggert et al., 2016; Kinskey Several researchers have developed SSI-
& Zeidler, 2021). Decision-making is essential in based teaching materials on petroleum (Rahayu
developing students’ scientific literacy and pro- et al., 2022) and basic chemistry (Moh Ismail,
ducing solutions to daily problems (Saija et al., 2018). In addition, research on the effectiveness
2022). of SSI-based teaching materials in increasing
One of the topics in SSI, environmental scientific literacy has been conducted by Rahayu
issues, is used as the learning context (Kinslow et al. (2022) and Rohmah et al. (2022). Further-
et al., 2018). Environmental issues are directly re- more, the effectiveness of SSI-based teaching ma-
lated to environmental problems, such as climate terials on pro-environmental attitudes was rese-
change, pollution, and preservation (Zeidler & arched by Ma’rufah et al. (2021). These studies
Kahn, 2014). This environmental issue is closely have never been applied to chemistry education
related to individual awareness of the environ- students on chemical thermodynamic materials.
ment. According to Tan et al. (2014) and Chen Then, the effectiveness of teaching materials on
(2020), it is crucial to understand students’ envi- scientific literacy and environmental awareness
ronmental awareness well and nurture students has not yet been tested.
to strengthen the knowledge, attitudes, and skills The novelty in this study is the use of
required to overcome environmental problems. learning resources in the form of SSI-based un-
506 S. Hanifha, M. Erna, A. M. Noer, C. A. Talib / JPII 12 (4) (2023) 504-513

dergraduate student worksheets, specifically on structured material from science-based undergra-

chemical thermodynamics, that have not been duate student e-worksheets (Pratiwi et al., 2016).
researched based on literature studies using the The developed SSI-based undergraduate
Vosviewer application. Empirical findings about student e-worksheets contain social science issues
SSI-based teaching materials and their effecti- about chemical thermodynamics. The applicati-
veness in increasing scientific literacy and envi- on used in making SSI-based undergraduate stu-
ronmental awareness in lectures, especially on dent e-worksheets is FlipBuilder, which can make
chemistry, are significant. By learning to use te- electronic books go back and forth (Winstead,
aching materials, students can practice scientific 2018). SSI-based undergraduate student e-work-
literacy skills and environmental awareness that sheets are declared feasible and valid by three
have never been done during lectures (Prasetyo material experts and three media experts. In four
et al., 2021) meetings, the experimental group used SSI-based
Based on the description, this research undergraduate student e-worksheets on chemical
aims to innovate learning by incorporating so- thermodynamics with the following topics: (1)
cioscientific issues relevant to everyday life into global warming; (2) plans to save Arctic ice with
teaching materials in the form of undergradua- glass grains; (3) the use of OTEC power plants;
te student e-worksheets, specifically in chemical (4) the dilemma of using air conditioning. Me-
thermodynamics. The research problems are: anwhile, science-based undergraduate student
(1) How do SSI-based undergraduate student e- e-worksheets contain chemical thermodynamic
worksheets on chemical thermodynamics affect materials with a scientific approach (Nurkholis,
students’ scientific literacy? (2) How do SSI-based 2019).
undergraduate student e-worksheets on chemical Before conducting learning, the experi-
thermodynamics affect students’ environmental mental and control groups were given pretests
awareness? through tests and questionnaires. After four mee-
In addition to the novelty and urgency of tings, both were given posttest through tests and
the research, limitations also need to be conside- questionnaires. Tests and questionnaires are used
red. First, the research was limited to Pekanbaru, to collect data. Data on students’ scientific litera-
Indonesia, by only involving chemistry educati- cy were collected through scientific literacy tests
on students at Riau University. Second, research about chemical thermodynamics designed and
only involves learning about chemical thermody- modified by developing scientific literacy indi-
namics in four meetings. cators by Gormally et al. (2012). The scientific
literacy test consists of ten questions in the form
METHODS of descriptions of chemical thermodynamics.
Students’ environmental awareness data was
This research is pre-experimental with the collected through a questionnaire that refers to
static group pretest-posttest design (Sugiyono, a Likert scale assessment with four answer choi-
2019) in the chemistry education program of ces: strongly agree (4), agree (3), disagree (2), and
FKIP Universitas Riau for the 2022/2023 acade- strongly disagree (1). The environmental aware-
mic year. This study has a design with pretest and ness questionnaire was designed by developing
posttest (Creswell & Creswell, 2017) to determi- indicators of environmental awareness according
ne the effect of SSI-based undergraduate student to the multidimensional elaboration of environ-
e-worksheets on chemical thermodynamics on mental awareness by Sánchez & Lafuente (2010)
students’ scientific literacy and environmental with four dimensions: affective, cognitive, dispo-
awareness. The sample in this study is third-se- sitional, and active. The four dimensions were
mester students who took the Physical Chemistry developed into 20 statement items. The research
I course. This study involved 36 students: 18 ex- instrument was validated and declared reliable by
perimental group students and 18 control group experts. The valid instruments were then tested
students (Damopolii et al., 2019). on students’ chemical thermodynamic learning.
Experimental group students learned using The data obtained were analyzed using
SSI-based undergraduate student e-worksheets. an independent sample T-test, Mann-Whitney
In comparison, control group students learned U-test, and N-Gain test with IBM SPSS Statis-
using science-based undergraduate student e- tic 25 application. Data was analyzed when the
worksheets. The learning materials in the experi- experimental and control groups were comp-
mental group are outlined in a structured manner leted using SSI-based undergraduate student e-
in SSI-based undergraduate student e-worksheets. worksheets. The Independent Sample T-Test was
Similarly, students in the control group studied conducted to determine the effect of SSI-based
 S. Hanifha, M. Erna, A. M. Noer, C. A. Talib / JPII 12 (4) (2023) 504-513
507

undergraduate student e-worksheets on students’ scientific literacy and environmental awareness

scientific literacy skills (Yerimadesi et al., 2023). of undergraduate students were analyzed based
Prerequisite tests must be met using normality on the difference in N-gain pretest-posttest sco-
and homogeneity tests. Environmental aware- res between the experimental and control groups.
ness questionnaire data is ordinal. Therefore, The criteria for improving students’ scientific lite-
the Mann-Whitney U-test directly analyzed en- racy and environmental awareness are displayed
vironmental awareness data with nonparametric in Table 1 (Hake, 1999).
statistics (Rizal et al., 2022). Improvements in
Table 1. Gain Index Criteria
Score Interval Category
g > 0,70 High
0,30 < g ≤ 0,70 Medium
g ≤ 0,30 Low

The flow chart of the research method is

in Figure 1.

Figure 1. Research Methods

RESULTS AND DISCUSSION student e-worksheets are presented with several

SSI stages: scientific background, evaluation of
This study was conducted in the experi- information, the impact of local, national, and
mental group and the control group. The expe- global dimensions, and decision-making (Yulias-
rimental group used the developed SSI-based tini et al., 2016).
undergraduate student e-worksheets, while the Learning was carried out four times un-
control group used science-based undergraduate der the predetermined lesson plan for the expe-
student e-worksheets. SSI-based undergraduate rimental and control groups. Learning activities
508 S. Hanifha, M. Erna, A. M. Noer, C. A. Talib / JPII 12 (4) (2023) 504-513

through SSI-based undergraduate student e-work- a sig value of 0.000 < 0.05, meaning SSI-based
sheets affect students’ scientific literacy. Based on undergraduate student e-worksheets significantly
the independent sample t-test, the test produces affect students’ scientific literacy.
Table 2. Independent-Sample T-Test for Scientific Literacy
Independent Samples Test
t df Sig. (2-tailed)
Scientific Equal variances assumed -11,186 34 ,000
Literacy Equal variances not assumed -11,186 30,599 ,000

An N-gain score test was carried out to de- groups. The increase in students’ scientific litera-
termine how much the increase in scientific lite- cy is presented in Table 3.
racy was in both the experimental and the control

Table 3. Increase in Students’ Scientific Literacy

Group Scientific Literacy N-Gain Score Category
Pretest Posttest
Experimental 34,77 72,44 0,57 Medium
Control 32 51,61 0,29 Low

Based on these results, it can be concluded e-worksheets. The N-gain test results on each in-
that SSI-based undergraduate student e-work- dicator of scientific literacy in the experimental
sheets provide a better increase in scientific lite- class after using SSI-based undergraduate student
racy than science-based undergraduate student e-worksheets are presented in Table 4.

Table 4. Increase in Every Scientific Literacy Indicator in the Experimental Class

No. Indicators N-Gain Score Category
1 Use quantitative skills in problem-solving 0,52 Medium
2 Assess the application and misapplication of scientific data 0,71 Medium
3 Explain findings, estimations, and deductions through quan-
0,82 High
titative data
4 Analyze the reliability of the sources 0,33 Medium
5 Examine and comprehend data visualizations in graphical
0,58 Medium
form
6 Determine a reliable scientific argument 0,49 Medium
7 Construct graphical data representations 0,87 High

Based on Table 4, SSI-based undergradua- dents to make explanations and predictions based
te student e-worksheets can improve every aspect on data (Rahmadani et al., 2018). Furthermore,
of scientific literacy indicators. These results align at the evaluation of information stage, students
with Selamet et al. (2021), where most scientific are directed to explore information from various
literacy indicators were in the sufficient or me- sources about the issues presented and questions
dium category. The highest increase in scienti- that train students to make graphic representa-
fic literacy indicators is in indicators 3 (Justify tions of data. In the last or decision-making stage,
inferences, predictions, and conclusions based students are directed to draw conclusions about
on quantitative data) and 7 (Construct graphi- the social issues of science discussed (Ladachart
cal data representations). It is possible because & Ladachart, 2021). Therefore, SSI stages can
the e-worksheets have the scientific background train students to provide justification, prediction,
stage where students are directed to observe and and conclusions based on quantitative data and
direct the perception that the issues presented can make graphic representations of data.
be solved scientifically so that they can train stu-
 S. Hanifha, M. Erna, A. M. Noer, C. A. Talib / JPII 12 (4) (2023) 504-513
509

The teaching materials available in univer- the use of OTEC power plants, and the dilemma
sities only have content aspects and do not have of using air conditioners. These issues require stu-
attitude and context aspects, so learning is still dents to solve problems and trigger their scientific
limited to textual, not contextual (Fuadi et al., thinking skills (Chen & Xiao, 2021). SSI-based
2020). Textual chemistry learning will cause stu- learning will increase students’ skills in conside-
dents difficulty relating their scientific knowledge ring dilemmatic social issues (Zo’bi, 2014).
to real problems and cause low scientific literacy On the issue of global warming, students
(Rostikawati & Permanasari, 2016). Therefore, it are required to find solutions to reduce it. One
is necessary to present teaching materials in the of the solutions proposed by students is to save
context of SSI that can improve students’ scien- energy used in everyday life related to students’
tific literacy. social aspects. The next is the plan to save the
The data shows that SSI-integrated teach- Arctic ice with glass grains. This issue is contro-
ing materials can improve students’ scientific versial and dilemmatic because some experts say
literacy (Ismail et al., 2016; Majetic & Pellegri- the project plan is less efficient and cannot reduce
no, 2018; Jufrida et al., 2019). SSI encourages global warming (Rau & Baird, 2018). Similarly,
students to transfer scientific thinking knowledge the issue of the use of OTEC power plants and
with skills to act in life and encourages scienti- air conditioning is controversial and dilemmatic.
fic literacy skills (Imaduddin & Khafidin, 2018; These issues can be resolved if students master
Nava & Prasetyo, 2018; Sibic & Topcu, 2020). science and social awareness to overcome prob-
The presentation of SSI-based undergraduate lems and make decisions with full responsibility.
student e-worksheets includes issues, problems, One of the components of scientific litera-
and questions that can trigger the ability to think cy is critical thinking, problem-solving, argument
and provide a decision on an issue being discus- skills, and decision-making (Hestiana & Rosana,
sed (Tidemand & Nielsen, 2017). SSI-based un- 2020; Macalalag et al., 2020). SSI-based under-
dergraduate student e-worksheets provide more graduate student e-worksheets will train students
meaningful learning to students because the so- to have these skills because the e-worksheets
cial issues used are very closely related to eve- require a reasoning process based on scientific
ryday life, so they are easier to understand and evidence and provide a context for mastering in-
able to motivate students to explore the chemistry formation based on science. Based on the data
concepts they learn (Rostikawati & Permanasari, analysis, sociocultural issues-based learning can
2016; Rubini, 2019). be used as a context to improve scientific literacy
The SSI topic presented in the SSI-based skills.
undergraduate student e-worksheets is a contro- The Mann-Whitney U Test conducted the
versial and dilemmatic chemistry-related issue. subsequent analysis to determine the effect of
In addition to relating to the chemistry material SSI-based undergraduate student e-worksheets
studied, the issues presented relate to ethics and on students’ environmental awareness. The re-
morals (Dalaila et al., 2022). The issues presented sults of the hypothesis test of students’ environ-
in the e-worksheets based on SSI are global war- mental awareness are presented in Table 5.
ming, plans to save Arctic ice with glass grains,

Table 5. Mann-Whitney U Test for Environmental Awareness

Environmental Awareness
Mann-Whitney U 28,500
Wilcoxon W 199,500
Z -4,230
Asymp. Sig. (2-tailed) ,000

Table 5 shows that the sig value < 0.05, environmental awareness in the control and ex-
meaning that the developed SSI-based undergra- perimental groups after using SSI-based under-
duate student e-worksheets affect students’ en- graduate student e-worksheets are presented in
vironmental awareness. Differences in students’ Table 6.
510 S. Hanifha, M. Erna, A. M. Noer, C. A. Talib / JPII 12 (4) (2023) 504-513

Table 6. The Difference in Environmental Awareness

Group Environmental Awareness N-Gain Score Category
Pretest Posttest
Experimental 49 69 0,67 Medium
Control 47 56 0,28 Low

The data analysis shows that students who with Ma’rufah et al. (2021), who state that teach-
used SSI-based undergraduate student e-work- ing materials based on socioscientific issues ef-
sheets have higher environmental awareness than fectively increase pro-environmental attitudes. N-
those who used science-based e-worksheets. This gain test results on each environmental awareness
is because learning using SSI-based e-worksheets indicator in the experimental class after using
presents environmental issues that train students’ SSI-based undergraduate student e-worksheets
environmental awareness. This statement aligns are presented in Table 7.

Table 7. Improvement of Every Environmental Awareness Indicator in the Experimental Class

No. N-Gain
Indicators Category
Score
1 Concern for the environment 0,68 Medium
2 Support for adopting environmental solutions to address specific
0,63 Medium
and global issues
3 The perception that the environment is a serious threat if not prop-
0,63 Medium
erly maintained
4 Individual information and knowledge of environmental issues
0,65 Medium

5 Individual involvement from the perspective of feelings of self-effi-

0,69 Medium
cacy and responsibility
6 Positive attitudes towards various pro-environmental attitudes are
reflected in the willingness to bear the personal costs of environ- 0,65 Medium
mental actions
7 Individual involvement in high- and low-cost pro-environmental
0,62 Medium
attitudes

SSI-based undergraduate student e-work- providing knowledge about environmental issues,

sheets in learning can improve every aspect of en- SSI-based e-worksheets also direct students to in-
vironmental awareness indicators. The increase vestigate these environmental issues further. Stu-
in the seven indicators of environmental aware- dents are asked to discuss finding solutions and
ness gets the medium category. Environmental participate in dealing with these environmental
awareness includes knowledge, student sensitivity problems. The discussion activity can hone envi-
in the form of attitudes, and willingness to act to ronmental awareness (Karahan & Roehrig, 2015)
preserve the environment (Nuraini et al., 2022). Environmental issues discussed in SSI-
Increasing environmental awareness can stimula- based undergraduate student e-worksheets will
te students’ self-development through awareness make students more familiar with current envi-
of their responsibility for environmental issues ronmental conditions to be aware of their role as
(Chen et al., 2020). a community in protecting the environment. In
Chemistry learning using SSI-based un- this study, environmental awareness is reflected
dergraduate student e-worksheets raises environ- in the attitude and willingness of students to
mental issues of global warming. The SSI-based take concrete actions to protect the environment.
undergraduate student e-worksheet activities Some of the actions proposed by students from
introduce students to global warming’s causes SSI-based e-worksheets to protect the environ-
and effects. The cause of global warming is the ment are reducing the use of fossil fuels, saving
combustion of fossil fuels (Talib, 2014), and the energy, and using renewable energy. Based on the
impact is the melting of polar ice. In addition to activities in the e-worksheets and the data ana-
 S. Hanifha, M. Erna, A. M. Noer, C. A. Talib / JPII 12 (4) (2023) 504-513
511

lysis, learning with SSI-based undergraduate stu- scientific Issues To Improve Students Scientific.
dent e-worksheets affects and improves all indica- Journal Of Innovative Science Education, 11(37),
tors of students’ environmental awareness. 292–301.
Based on the study results, SSI-based un- Damopolii, I., Nunaki, J. H., Nusantari, E., & Kan-
dowangko, N. Y. (2019). Integrating Local Re-
dergraduate student e-worksheets can simulta-
sources into Inquiry-based Teaching Materials
neously increase two outcome variables: scientific to Training Students’ Science Process Skills.
literacy and environmental awareness, especially AIP Conference Proceedings, 2120(1).
in chemical thermodynamics. SSI-based under- Dewi, C. A., Khery, Y., & Erna, M. (2019). An ethno-
graduate student e-worksheets can help students science study in chemistry learning to develop
improve their scientific literacy skills and environ- scientific literacy. Jurnal Pendidikan IPA Indone-
mental awareness. sia, 8(2), 279–287.
Eggert, S., Nitsch, A., Boone, W. J., Nückles, M., &
CONCLUSION Bögeholz, S. (2016). Supporting Students’ Learn-
ing and Socioscientific Reasoning About Climate
Change—the Effect of Computer-Based Concept
Learning activities SSI-based undergra- Mapping Scaffolds. Springer.
duate student e-worksheets can increase che- Erna, M., Alimin, M., Lee, H., Suryawati, E., Albeta,
mistry education students’ scientific literacy and S. W., & Priyambada, G. (2023). Enhancing
environmental awareness, especially on chemical Indonesian college students’ views of social
thermodynamics. SSI-based e-worksheets on che- responsibility of scientists and engineers : The
mical thermodynamics in learning can improve enact model intervention. EURASIA Journal of
scientific literacy and environmental awareness Mathematics, Science and Technology Education,
indicators. The environmental issues presented in 19(3).
Forum, W. E. (2015). New Vision for Education Unlocking
the SSI-based e-worksheets trigger students’ criti-
the Potential of Technology.
cal thinking skills and awareness of current envi- Fuadi, H., Robbia, A. Z., Jamaluddin, J., & Jufri, A.
ronmental conditions. In addition, the stages in W. (2020). Analisis Faktor Penyebab Rendahn-
SSI-based e-worksheets require students to solve ya Kemampuan Literasi Sains Peserta Didik.
problems and find solutions. Researchers recom- Jurnal Ilmiah Profesi Pendidikan, 5(2), 108–116.
mend SSI-based undergraduate student e-work- Gormally, C., Brickman, P., & Lutz, M. (2012). Devel-
sheets on chemical thermodynamics to increase oping a Test of Scientific Literacy Skills (TO-
scientific literacy and environmental awareness. SLS): Measuring Undergraduates’ Evaluation
of Scientific Information and Arguments. CBE-
Life Science Education, 11, 364–377.
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