NEEDS ANALYSIS FOR THE DEVELOPMENT OF A CHEMISTRY PROJECT LEARNING GUIDE WEBSITE TO ENHANCE SCIENCE LITERACY

Abstract

This study aims to analyze student needs for the development of a website-based Learning Guide using a Project-Based Learning (PjBL) approach in chemistry education to support science literacy. The research is part of the initial phase in the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation), focusing on the needs analysis stage. The participants were 17 undergraduate students from the Chemistry Education Program at FKIP–Universitas Terbuka (UT) enrolled in the Basic Chemistry course. Data were collected through an online questionnaire and analyzed using both descriptive quantitative and qualitative approaches. The results indicate that although nearly half of the respondents had never experienced PjBL before, most acknowledged its benefits in enhancing conceptual understanding, collaborative skills, and problem-solving abilities. Identified challenges include the lack of step-by-step guidance, limited project time, and coordination difficulties in group settings. Students expressed a strong preference for interactive website features, such as structured guides, video content, discussion forums, assessment rubrics, and digital logbooks. These findings underscore the need for a contextual and inclusive website design that supports both independent and collaborative project-based learning. The results of this needs analysis serve as a foundation for developing a website-based Learning Guide that fosters science literacy among chemistry education students, particularly in a distance learning environment.