The effect of POGIL instruction on students’ chemical literacy in electrolyte and nonelectrolyte solution

This study aims to investigate the effect of POGIL on students’ chemical literacy. The research applies a quasi- experimental design with a pretest-posttest control group design. The research subjects were two groups of 10th-grade students, the experimental group was taught using POGIL and the control class was taught using a conventional scientific approach. Students’ chemical literacy was measured using a chemical literacy test on the electrolyte and nonelectrolyte solution consisting of 25 valid multiple-choice questions with a Cronbach Alpha reliability of .75. The ANCOVA analysis shows that POGIL instruction has a significant effect on students’ chemical literacy (sig.=0.001<0.05) in which the average score of the experimental group (72.60) is much higher than that of the control group (62.27). The analysis of the strength of effect shows that the partial eta square of treatment on students’ chemical literacy is .182 (larger than the typical). These results prove that POGIL is effective in improving students’ chemical literacy on the electrolyte and nonelectrolyte solutions.