The Effectiveness of Integrated Socio-Scientific Issues Jigsaw Model to Improve Students’ Chemistry Literacy and Communication Skills

Abstract

This quasi-experimental study was designed to determine the effectiveness of the integrated socio-scientific issues (SSI) Jigsaw learning model to improve students' chemical literacy and communication skills on acid-base solution topic. A number of 31 and 36 of 11th grade students were randomly selected for the experimental and the control classes, respectively. The integrated SSI Jigsaw learning model was applied for the experimental class, while the Direct Instruction (DI) model was used for the control class. The literacy test, and the Likert scale instrument were used for collecting the data; while the t-test, and the n-gain test technique were used for analysing the data. The results indicated that there were significant mean increasing in the chemistry literacy and communication skills of students after learning with the SSI Jigsaw integrated model. The n-gain value for chemistry literacy skills and for student communication skills were 64.26% and 56.19%, respectively. This mean that the integrated socio-scientific issues (SSI) Jigsaw learning model is promising improve students' chemistry literacy and communication skills on acid-base solution topic.