What question did this study set out to answer?

The aim is to assess chemistry students’ generic science skills in understanding acid-base concepts.

February 14, 2026Open Access

Analyzing Students’ Generic Science Skills in Acid-Base Concepts

WKWiwin Rewini KunusaState University of Gorontalo MPMasrid PikoliState University of Gorontalo IIIshak IsaState University of Gorontalo

Key Points

The aim is to assess chemistry students’ generic science skills in understanding acid-base concepts.
Conducted a multiple-choice test designed to evaluate various science skills.
Involved 200 chemistry students across four academic years at Universitas Negeri Gorontalo.
Assessed skills such as observation, symbolic language, logical inference, cause-and-effect relationships, and logical consistency.
Moderate competence in direct observation (47.50%) and cause-and-effect skills (50.67%).
Weaker performance in symbolic language (37.33%) and logical inference (28.50%).
Skills in logical frameworks (32.67%) and logical consistency (43.50%) were also noted.
Skills declined during the third academic year, with a partial recovery in the final year.

Abstract

This study assesses chemistry students’ generic science skills (GSS) in understanding acid-base concepts. These skills include the ability to observe, interpret symbolic language, apply logical frameworks, maintain logical consistency, understand cause-and-effect relationships, and make logical inferences, which are essential in comprehending fundamental chemistry topics. The study is conducted with two hundred chemistry students from Universitas Negeri Gorontalo, spanning four academic years, with a specially designed multiple-choice test assessing each of these aspects. Results indicate varied proficiency across skill areas. Students demonstrated moderate competence in direct observation (47.50%) and cause-and-effect skills (50.67%), while symbolic language (37.33%) and logical inference (28.50%) were weaker. Logical framework skills and logical consistency skills were 32.67% and 43.50%, respectively. A notable observation was the decline in skills during the third academic year, possibly due to curriculum complexity, which saw partial recovery in the final year. The findings highlight the need for instructional strategies that emphasize analytical and practical applications in acid-base chemistry to reinforce these skills. Enhanced pedagogy tailored to these skill deficits could improve students’ preparation for scientific inquiry and problem-solving, underscoring the importance of robust science education frameworks in higher education.

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