Green Chemistry and Cultural Wisdom: A Pathway to Improving Scientific Literacy Among High School Students

Abstract

This study examines the impact of integrating green chemistry and Indonesian local wisdom into textbooks on the scientific literacy of high school students. A quasi-experimental design was employed with 140 students in the experimental group using the integrated textbooks, and 142 students in the control group following traditional methods. Scientific literacy was measured across eight indicators, including understanding of scientific concepts, scientific thinking, application of scientific knowledge, awareness of science and technology issues, attitudes and values in science, ethics in science, problem solving in science, and multidisciplinary awareness. Results show that the experimental group significantly outperformed the control group across all indicators, with the most pronounced improvements in understanding scientific concepts and problem-solving skills. The Mann-Whitney test confirmed this with a statistically significant difference (p = 0.000), indicating a substantial effect of the integrated textbooks. The integrated approach also balanced the performance of male and female students in scientific literacy, reducing gender disparities seen in the control group and fostering a more inclusive learning environment. These findings highlight the effectiveness of integrating green chemistry and local wisdom in educational materials, both of which significantly enhance scientific literacy and critical thinking skills crucial for addressing global environmental challenges.

Keywords: Textbooks, Green chemistry, Local Wisdom, Scientific Literacy, High School Education