Ari Syahidul Shidiq, Viki Nurlatifah, Sri Yamtinah, Maria Ulfa, Muhyiatul Fadilah
Integrating sustainability into chemistry education requires instructional approaches that bridge scientific principles with real-world environmental contexts. However, the high cost and complexity of commercial analytical instruments often limit student access to hands-on experimentation. This study introduces a simple photometer as a pedagogical tool to support sustainability-oriented chemistry learning through the contextual issue of batik wastewater pollution in Solo, Indonesia. Implemented within a Problem-Based Learning (PBL) framework, the intervention aimed to enhance students’ conceptual understanding and promote sustainability literacy. A quasi-experimental design involved 41 first-year high school students, divided into an experimental group (10 males and 11 females) and a control group (9 males and 11 females). Both groups engaged with the same environmental problem and completed a post-test and sustainability literacy questionnaire. Results indicated that the experimental group outperformed the control group in cognitive achievement and exhibited higher levels of sustainability literacy across various dimensions, including ecological understanding, awareness of natural resources, environmental impact, and consumption patterns. Qualitative findings further revealed that the photometer facilitated student engagement, enhanced their practical understanding of chemical measurement, and promoted environmental awareness. The study demonstrates the potential of integrating low-cost technologies, local issues, and PBL to advance meaningful science learning and sustainability literacy. © 2025 American Chemical Society and Division of Chemical Education, Inc.
Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, 57126, Indonesia; Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang, Padang, 25171, Indonesia
