This study aims to examine the effect of the LIRACLE model (Literacy and Research-Oriented Cooperative Problem-Based Learning) on student activeness in undergraduate chemistry learning. LIRACLE is an innovative instructional model that integrates literacy strategies, cooperative learning, and research-based approaches within a problem-based learning framework. The study employed a quasi-experimental design with two groups: an experimental group (38 students) that received the LIRACLE treatment and a control group (44 students) that followed conventional PBL. Student activeness data were collected through observation sheets over six class meetings and analyzed using the Mann-Whitney test due to the non-normal distribution of the data. The results showed a significant difference in student activeness between the experimental and control groups, with a significance value of 0.000 (p < 0.05). Students who participated in LIRACLE-based learning demonstrated higher levels of engagement, both cognitively, socially, and affectively. The implementation of LIRACLE proved effective in creating a participatory and reflective learning environment, encouraging students to take an active role in constructing their understanding. These findings support the importance of developing active learning strategies in higher education, particularly to achieve meaningful chemistry learning outcomes in alignment with Sustainable Development Goal 4.

Oriental Journal of Chemistry is a peer reviewed quarterly research journal of pure and applied chemistry. It publishes standard research papers in almost all thrust areas of current chemistry of academic and commercial importance. It provides a platform for rapid publication of quality research papers, reviews and chemistry letters. Oriental Journal of Chemistry is abstracted and indexed in almost all reputed National and International agencies.

The objective in this study was to determine the analytical thinking and chemical literacy skill of senior high school students. This study was quantitative descriptive method describing the integrated skill of analytical thinking and student's chemisty literacy. There were 185 students of 12th grade science in Kulon Progo in academic year 2017/2018 used as a sample. In this study, the data were obtained from interviewing, delivering questionnaire, and delivering test of integrated multiple choice with the number of 30 question about hydrolysis concept. The reliability of test was found to be 0.94. The integrated instrument aspects consisting of 4 indicators: explaining the phenomena by distinguishing chemistry concept, organizing chemistry problems by using chemistry understanding, analyzing the strategies and the benefits of chemistry applications, and explaining the relationship among phenomena by using chemistry concept. The result showed that the integrated ability between analytical thinking and chemical literacy ability of the hydrolysis concept of the students is 56.76%. Thus, it can be concluded that the integrated ability between analytical thinking ability and chemical literacy of the students is fair.