Cooperative Learning in Green Chemistry Education to Enhance High School Scientific Literacy: Systematic Literature Review
DOI:
https://doi.org/10.33394/hjkk.v14i5.22485Keywords:
Chemistry Education, Cooperative Learning, Green Chemistry, Scientific Literacy.Abstract
Scientific literacy is an essential competency for high school students to understand scientific concepts and apply them to real-world environmental and sustainability issues. However, the integration of cooperative learning and green chemistry to enhance students’ scientific literacy has not been widely examined. This study aims to systematically review the implementation of cooperative learning in green chemistry education and its contribution to the development of high school students’ scientific literacy. A systematic literature review (SLR) was conducted using Google Scholar, Scopus, and ScienceDirect to identify relevant publications published between 2021 and 2026. A total of 20 records were identified, and 15 studies were included in the final review after screening and eligibility assessment based on predetermined inclusion and exclusion criteria. The selected studies were analyzed using a descriptive qualitative synthesis by comparing their learning approaches, implementation characteristics, green chemistry contexts, participants, and reported educational outcomes related to scientific literacy. The findings indicate that cooperative learning promotes active participation, peer interaction, collaborative problem solving, scientific discussion, and communication of ideas. The integration of green chemistry provides meaningful contexts related to environmental issues, sustainability, local wisdom, and real-life applications of chemistry. The reviewed studies also indicate positive contributions to scientific literacy, although only a limited number of studies directly integrate cooperative learning, green chemistry, and scientific literacy at the high school level. It can be concluded that the integration of cooperative learning and green chemistry has strong potential to support the development of students’ scientific literacy, while further empirical research is needed to establish its effectiveness through systematic implementation in secondary chemistry education.
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