Chemical teachers perception about chemical literacy, cognitive learning strategies and self-efficacy in high school students.

This study aims to provide information related to chemical teachers' perceptions of chemical literacy, cognitive learning strategies, and self-efficacy in high school students in East Lombok. The research sample was five chemistry teachers (four female, one male). The sampling technique was done by purposive sampling. Data were collected using face-to-face open interviews (one-on-one), and participants were given 15 questions and collected in the form of video and voice recordings. The study results found that the terms chemical literacy and self-efficacy were still foreign to some teachers. They revealed that students' chemical literacy was still low. The student's chemical literacy ability was still in the content and context domain. The teaching and cognitive learning strategies most often applied by teachers and students in the classroom were rehearsal and discussions. More teachers reported that the rehearsal strategy was the most effective cognitive learning strategy to improve students' chemical literacy. The teacher also revealed that mastery experience, vicarious experience, and verbal persuasion were the most influential sources of self-efficacy to increase students' self-efficacy in learning chemistry. They revealed that chemical literacy, cognitive learning strategies, and self-efficacy influence each other, where cognitive learning strategies can improve students' self-efficacy and chemical literacy. Considering these results, teachers must improve their understanding of chemical literacy, cognitive learning strategies, and self-efficacy to help students improve their chemical literacy, learning strategies, and self-efficacy. [ABSTRACT FROM AUTHOR]