The Development of Ill-Structured Problem-Solving Skills Test Using Local Socio-Scientific Issues (SSI) on the Topic of Solution Chemistry

Abstract

This study aimed to develop an instrument for assessing high school students' ill-structured problem-solving skills using local socio-scientific issues (SSI) for the topic of solution chemistry. The development of the instrument consisted of 4 stages: (1) preliminary study, (2) item development, (3) expert judgment, and (4) tryout. The research subject for the tryout included 68 senior high school students (16-18 years old). The instrument entailed 45 items and 5 ill-structured problem texts integrated using local SSI on the topic of solutions chemistry (e.g., solution concentration, acid-base neutralization reaction, weak acid-base ionization equilibrium, and the principle of buffer solution in human blood). The integrated local SSI context consisted of environmental issues (e.g., textile industry waste, acid mine drainage, fish feed residue due to floating net cages, and coal power plants emissions) and society-health concerns (the pros and cons of alkaline water). Each ill-structured problem consisted of 9 questions (7 multiple-choice and 2 essay questions) based on 4 stages of the ill-structured problem-solving process, i.e., (1) problem representation, (2) generating and selecting solutions, (3) making justifications, and (4) monitoring and evaluating solutions. The expert judgment was carried out by a chemistry educator and two experienced chemistry teachers. The results indicated that the instrument is very feasible. The stage of tryout in this study aimed to examine the readability, item difficulty index, and reliability of the instrument. The tryout results stated that the students' ill-structured problem-solving instrument has very high reliability (Cronbach's Alpha coefficient = 0.878). Therefore, the instrument developed in this study can be employed as an assessment tool to improve students' skills in solving ill-structured problems encountered in their daily life for achieving their scientific literacy.