Friday, 14 October 2022, the Department of Chemistry Education FMIPA UNY held Webinar Series #2 by inviting expert speakers in the fields of chemistry and education. The webinar, which was held online through Zoom Meeting, was attended by 140 participants including teachers, students, lecturers, and practitioners in the fields of chemistry and education. Dr Antuni Wiyarsi, M.Sc as the Head of Chemistry Education Study Program FMIPA UNY gave her remarks as part of the opening of this Webinar Series #2. On this occasion, the Department of Chemistry Education FMIPA UNY presented Assoc. Prof. Dr. Suat Celik from Ataturk University, Turkeyye and Uga Patriajasa, M.Pd is the National Coach of Applied Chemistry, Indonesia.

The first lecture was delivered by Prof. Suat Celik with the title Chemical Literacy: Concept and its Measurement. Chemistry has abstract characteristics so that in order to explain it must be associated with three levels of representation, namely macroscopic, microscopic and symbolic. Chemical literacy is defined based on Bybee's (1991) framework on science literacy. Chemical literacy develops hierarchically which can be seen from the level of chemical literacy, namely nominal literacy, functional literacy, conceptual literacy and multifunctional literacy. Chemical literacy consists of four indicators or domains namely chemical content knowledge, chemistry in context, higher order learning skills and affective aspects (Shwatz et al., 2006). Prof. Suat Celik revealed that the level of chemical literacy of students while at school can only show whether they have seeds of literacy, namely by looking at the effectiveness of chemistry courses or chemistry learning in shaping attitudinal values, basic skills, chemical knowledge and understanding. Many chemical literacy measurements use open-ended items, open-ended two tier and multiple-choice questions.

Next up is Uga Patriajasa, M.Pd. He delivered the second material on applied chemistry with the title ‘Applied Science Practicum Made from Local Materials’. Learning by using practicum can increase students' motivation to learn chemistry. The materials used for the practicum do not have to be expensive chemicals but can also use simple materials such as kitchen ingredients, namely table salt, etc. so that students are interested and motivated. Learning conducted only by the explanation / lecture method will tend to make students feel bored, therefore to increase student motivation, teachers must have the ability to resonate students by providing engaging learning experience. In particular, science learning should be related to real life. Interesting examples that can be given to students are colour changes, heat changes, sediment something that students can observe so that it can arouse curiosity and increase student interest in learning.

Interactive discussions after the presentation of the material indicated that the material presented attracted participants' interest in learning and research. With the implementation of Webinar Series #2, it is hoped that it can become a learning tool to jointly prepare innovative learning. In addition, innovative chemistry research can support the development of science.