Keywords
Abstract
This article examines the integration of assessment criteria for functional literacy with reflective approaches in the context of chemistry education. As educational priorities shift toward competency-based learning, it is essential to establish clear indicators for evaluating students’ ability to apply chemical knowledge in real-life contexts. The paper outlines key components of functional literacy in chemistry, such as problem-solving, scientific reasoning, contextual understanding, and decision-making based on chemical evidence. In parallel, it explores reflective pedagogy as a means to foster self-awareness, critical thinking, and metacognitive regulation. The study highlights assessment tools and strategies—including performance-based tasks, learning journals, and formative feedback—that align with both functional learning outcomes and reflective skill development. By combining measurable criteria with student-centered reflective practices, chemistry educators can more effectively support and evaluate meaningful learning processes. The findings underscore the importance of aligning assessment with real-world application and learner introspection to cultivate scientifically literate and reflective individuals.
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