The role of scientific and technological knowledge is needed to compete in the era of industrial revolution 4.0. One of the roles of scientific knowledge is by analyzing the scientific literacy ability of pre-service physics teachers. This research aims to find out how far the achievement of scientific literacy possesses by current pre-service physics teachers. The measurement of scientific literacy encompasses two aspects, namely, competence and knowledge aspects. The subjects of this research were thirty pre-service physics teachers from Universitas Islam Negeri Raden Intan Lampung (State Islamic University Raden Intan Lampung) selected by using purposive sampling. The research instrument used in this research was a test of scientific literacy ability. The data analysis techniques used consisted of data reduction, data display, and verification. The result of the study indicated that some indicators of scientific literacy skills need to be improved. The results showed that there were differences in the achievement of literacy skills in each indicator. In the aspect of competence, the indicator of Indicating Scientific Issues aspects of competence covers identifying issues scientifically (poor), explaining phenomena scientifically (good), using scientific evidence (poor). The aspects of knowledge: content Knowledge (good), procedural knowledge (poor), epistemic knowledge (moderate). Overall the scientific literacy ability of the pre-service physics teachers has not shown satisfying results. It can be concluded that pre-service physics teachers' literacy ability should be improved. A special strategy is needed that can improve the scientific literacy skills of prospective physics teachers so that the students who will teach in the future also could have good scientific literacy skills.
The mathematical critical-thinking skill is a process of thinking systematically to develop logical and critical thinking on mathematical problems, which characterize and demand to learn in the 21st century. This conceptual paper aims to analyze the spirit of critical thinking skill, and various approaches that can be applied in mathematics learning. Based on the analysis of several theories and research findings from various countries in the world, it can be concluded that the mathematical critical-thinking skill is very important for students, too; (i) help rational thinking in making decisions to express an idea, (ii) dare to make conclusions with alternative logical thinking, and (iii) able to examine and disregard various complex problems in learning Mathematics. Indeed, mathematics learning does not occur, if the learning process has not demonstrated the spirit of developing mathematical critical thinking skills.
Industrial revolution 4.0 is currently present in various countries, including Indonesia. Indonesia responded quickly through technological developments, especially education. The actions of the Indonesian government to deal with industrial 4.0 are contained in the 4C principle, one of which is Critical Thinking. The Science, Technology, Engineering, and Mathematics (STEM) learning approach has become an alternative in building critical thinking skills, especially in science learning. The purpose of this study is to quantitatively measure the impact of the STEM-inquiry model based on the K-13 Indonesian Curriculum towards critical thinking skills of 15-16 years old students. This study employed quasi-experimental with non-equivalent control group design at SMAN 1 (State Senior High School) Padang Cermin, Lampung, Indonesia. The research subjects consisted of 50 students. The critical thinking skill was measured through 10 items of an essay question on the momentum and impulse material. Based on the results of the non-parametric statistical hypothesis test Mann Whitney, the significance level of 0.004 was obtained (sig <0.05). The results of the hypothetical test showed that the student's critical thinking skills before and after using the STEM-based inquiry model were different. It can be concluded that the application of the STEM-based inquiry model was effective in increasing students' critical thinking skills.
This study aims to determine the impact of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model on students' mathematical reasoning abilities in terms of student motivation. The research method used was a quasi-experimental method with a post-test only control design research design. The population of this study was all students in five classes XII Private School. The samples were taken at class XII AP-2 and XII MM-1 as the experimental class, and class XII AP-1 and XII MM-2 as the control class. The data analysis technique used is hypothesis testing using ANOVA 2 paths. Based on the research results obtained that (a) There is an influence of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model on mathematical reasoning abilities. (b) There is an influence of student learning motivation on mathematical reasoning abilities. (c) There is no interaction between the treatment of learning models and categories of students' learning motivation towards mathematical reasoning abilities. Thus, as a whole it can be concluded that the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model influences the ability of mathematical reasoning and can increase students' learning motivation.
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