Aura Heidya Septa, Antuni Wiyarsi

Analysis of green chemistry content in form IV and V high school chemistry textbooks in Malaysia

Introduction

Analysis of green chemistry content in form iv and v high school chemistry textbooks in malaysia. Analyze green chemistry in Malaysian high school chemistry textbooks (Form IV & V). Reveals 7 principles integrated, health/environment focus, but limited local relevance in content.

Abstract

Malaysia is one of the countries that has integrated the STEM (Science, Technology, Engineering, and Mathematics) approach in its education curriculum since 2017, to prepare young people with 21st century skills. In the context of chemistry education, Malaysia also applies the concept of Green Chemistry to encourage environmental awareness and improve science literacy through materials relevant to global sustainability issues. This study examines the integration of Green Chemistry principles in Level IV and V high school chemistry textbooks in Malaysia. Utilizing a qualitative descriptive content analysis, the study focuses on six themes: Green Chemistry principles, application fields, presentation stages, presentation levels, locality aspects, and related chemistry concepts. Analysis of the textbooks revealed that seven out of twelve Green Chemistry principles are integrated, with "Preventing Potential Accidents" appearing most frequently (56.52%), followed by "Waste Prevention" (14.50%). The application fields of Green Chemistry predominantly cover health (50.73%) and environmental issues (28.99%). Presentation stages emphasize content deepening (52.17%) and core materials (21.74%), while presentation levels are largely explicit (52.17%), enhancing conceptual clarity. However, locality aspects are underrepresented, with global contexts dominating (92.75%) over local ones (7.25%). The integration of related chemistry concepts includes "Acid and Base" (26.09%) and "Organic Compounds" (18.84%) as the most frequent. Despite the significant integration of Green Chemistry, the study highlights gaps in contextual representation and recommends future research focus on enhancing the relevance of textbook content to local and global environmental issues.

Review

This study, "Analysis of green chemistry content in form IV and V high school chemistry textbooks in Malaysia," addresses a highly relevant and timely topic concerning the integration of Green Chemistry principles within secondary education. Given Malaysia's commitment to STEM education and sustainable development, evaluating the presence and presentation of Green Chemistry in core textbooks is crucial. The chosen methodology, a qualitative descriptive content analysis, systematically examines six well-defined themes, including principles, application fields, and presentation levels. This comprehensive approach provides a robust framework for understanding the current state of curriculum materials and offers a valuable baseline for educators and policymakers assessing the effectiveness of environmental awareness initiatives in chemistry. The findings present a nuanced and detailed picture of Green Chemistry integration. It is commendable that seven out of the twelve Green Chemistry principles are incorporated, with a strong emphasis on "Preventing Potential Accidents" (56.52%) and "Waste Prevention" (14.50%), reflecting practical safety and sustainability concerns. The predominant coverage of health (50.73%) and environmental (28.99%) application fields, alongside explicit presentation and content deepening, suggests that a foundational understanding of Green Chemistry is being actively built. The granular analysis of integrated chemistry concepts, such as "Acid and Base" and "Organic Compounds," further highlights specific areas where these principles are being introduced, demonstrating a thoughtful approach to conceptual integration. Despite these significant strengths, the study astutely identifies a critical gap: the striking underrepresentation of locality aspects, with global contexts overwhelmingly dominating local ones (92.75% vs. 7.25%). This finding is highly significant as it suggests a potential disconnect between textbook content and students' immediate environmental realities, which could impact engagement and the practical application of Green Chemistry principles. While foundational knowledge is being established, the lack of local relevance might hinder students from connecting these concepts to their own communities and fostering a sense of agency in addressing local sustainability issues. The recommendation for future research to enhance the relevance of textbook content to local environmental issues is therefore highly pertinent and essential for making Green Chemistry education more impactful and truly aligned with 21st-century skills.

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