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Blended Inquiry Learning with Ethno-STEM Approach for First-Semester Students' Chemical Literacy

Jurnal Pendidikan IPA Indonesia · Vol. 12 No. 3 (2023) · pp. 439–450

DOI
10.15294/jpii.v12i3.45879
ISSN
2089-4392, 2339-1286
Published
2023-09-28
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Chemical literacy, one of the most important aspects of chemistry teaching and learning, has been paid more attention. However, chemistry learning has not focused much on providing students with learning experiences that could improve chemical literacy. Ethno-STEM approach-integrated inquiry-based learning has been reported as an effective learning model in the chemistry learning. This study aims to analyze the effectiveness of blended inquiry learning with an ethno-STEM approach in improving students’ chemical literacy. This study used a quantitative descriptive approach with a one-shot case study design. Ninety-four first-semester students participating in the General Chemistry course (3 credits) in the teacher education program were involved in the study. During the study, blended inquiry learning with an ethno-STEM approach was applied to the participating students for one semester. Questionnaires, descriptive questions, and interviews were used to collect the research data. A descriptive statistic was used to analyze the data. This study showed that the blended inquiry learning with the ethno-STEM approach was effective to improve the students’ nominal and functional chemical literacy but ineffective to increase conceptual and multidimensional literacy. The students’ prior knowledge in chemistry played an important role in the growth of chemical literacy. A continuing BIL-ethno-STEM in chemistry teaching and learning would allow a significant improvement in the conceptual and multidimensional literacy.

Keywords

Collaboration network of the authors

15 authors · 29 co-authorship links · 8 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • University of Bremen
  • Universiti Teknologi MARA
  • State University of Makassar
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Siti Herlina DewiState University of Semarang2
Muhammad Firdaus ImaduddinUniversity of Bremen2
Kasmadi Imam SupardiState University of Semarang2
S. SaptoriniAffiliation unknown2
Sharipah Ruzaina Syed ArisUniversiti Teknologi MARA1
R. N. AiniAffiliation unknown1
Ramlawati RamlawatiState University of Makassar1
Endang SusilaningsihState University of Semarang1
Murbangun NuswowatiState University of Semarang1
Sudarmin SudarminState University of Semarang1
Sri WardaniState University of Semarang1
Dwi Norma GupitasariState University of Semarang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
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	<dc:title xml:lang="en-US">Blended Inquiry Learning with Ethno-STEM Approach for First-Semester Students' Chemical Literacy</dc:title>
	<dc:creator>Sumarni, W.</dc:creator>
	<dc:creator>Sumarti, S. S.</dc:creator>
	<dc:creator>Kadarwati, S.</dc:creator>
	<dc:subject xml:lang="en-US">blended-inquiry learning; ethno-STEM; chemical literacy</dc:subject>
	<dc:description xml:lang="en-US">Chemical literacy, one of the most important aspects of chemistry teaching and learning, has been paid more attention. However, chemistry learning has not focused much on providing students with learning experiences that could improve chemical literacy. Ethno-STEM approach-integrated inquiry-based learning has been reported as an effective learning model in the chemistry learning. This study aims to analyze the effectiveness of blended inquiry learning with an ethno-STEM approach in improving students’ chemical literacy. This study used a quantitative descriptive approach with a one-shot case study design. Ninety-four first-semester students participating in the General Chemistry course (3 credits) in the teacher education program were involved in the study. During the study, blended inquiry learning with an ethno-STEM approach was applied to the participating students for one semester. Questionnaires, descriptive questions, and interviews were used to collect the research data. A descriptive statistic was used to analyze the data. This study showed that the blended inquiry learning with the ethno-STEM approach was effective to improve the students’ nominal and functional chemical literacy but ineffective to increase conceptual and multidimensional literacy. The students’ prior knowledge in chemistry played an important role in the growth of chemical literacy. A continuing BIL-ethno-STEM in chemistry teaching and learning would allow a significant improvement in the conceptual and multidimensional literacy.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
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	<dc:date>2023-09-28</dc:date>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 12, No 3 (2023): September 2023; 439-450</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
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