Analisis Hubungan Aspek Pengetahuan dan Afektif dalam Literas Kimia Siswa SMAN 48 Jakarta sebagai Dasar Pengembangan Pembelajaran Kimia yang Bermakna dan Kontekstual

Abstract

Chemical literacy is an essential skill that supports students in understanding chemical

concepts and using that knowledge to explain phenomena, make decisions, and solve

various problems in everyday life. This study aims to analyze the relationship between

the knowledge and affective aspects of chemical literacy in students at SMAN 48 Jakarta

as a basis for developing meaningful and contextual chemistry learning. This study used

a quantitative approach with a descriptive correlational design. The study sample

consisted of 97 11th-grade students at SMAN 48 Jakarta, selected using a purposive

sampling technique. Data were collected using a chemical literacy questionnaire

consisting of 24 items, including 15 items from the knowledge aspect and 9 items from the

affective aspect. Data analysis was performed using descriptive statistics, reliability tests,

the Kolmogorov-Smirnov normality test, and the Spearman rank correlation test. The

results showed that achievement in the knowledge aspect was 80.93% and in the affective

aspect was 85.08%, indicating that students' chemical literacy was in the good category.

The correlation test results showed a very strong positive relationship between the

knowledge and affective aspects (ρ = 0.802; p < 0.05) with a coefficient of determination

of 64.32%. This finding indicates that increased understanding of chemical concepts is

closely related to the development of students' positive attitudes toward chemistry

learning. Therefore, chemistry learning needs to be designed meaningfully and

contextually, utilizing real-life issues to integrate knowledge reinforcement and the

development of students' scientific attitudes