Chemistry sustainable curriculum: pre-service chemistry teacher learning difficulties in hydrolysis
Ari Syahidul Shidiq (a), Sri Yamtinah (b) and Masykuri (b)
(a)Departemen Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi no 229, 40154, Bandung, Indonesia
(b) Program Pendidikan Kimia, Universitas Sebelas Maret, Jl. Ir. Sutami No. 36A, Kentingan, 57126, Surakarta, Indonesia
Abstract
Identifying students learning difficulties and finding the effective ways of addressing them have been the two of major concerns in chemistry education. The aims of this study were to identify students learning difficulties in hydrolysis. A formative assessment post-test was administered to 151 students in grade 11 using testlet instrument to find out their learning difficulties. Its findings could provide the teachers with sufficiently valuable information required in order to adapt their teaching methods to the students needs for chemistry sustainable curriculum development. The instrument contained 30 items distributed across three themes: scientific reasoning, numeracy and scientific language literacy. The results indicated that the students held learning difficulties on numeracy. The students had difficulties in controlling and interpreting the data. The possible uses of teaching methods, targeted remedial teaching and testing using testlet instrument for addressing students learning difficulties were discussed
Keywords: sustainable development education, pre-service chemistry teacher, hydrolysis
Topic: Chemistry