This study aims to develop a module based on discovery learning in improving scientific literacy skills in the 11th grade of science class in senior high school. This study refers to the modified Borg and Gall model into 7 steps, (1) preliminary study; (2) planning; (3) preparation of modules; (4) expert judgment; (5) revisions; (6) limited trials; (7) revision II. The research samples are in XI MIPA 2 and XI MIPA class at 3 SMAN 1 Bringin. The technique of collecting data using written tests, questionnaires, and observations. Hypothesis testing to measure the increase in cognitive learning outcomes of students using an independent t-test on n-gain students. Assessments from material experts, subject matter teachers, colleagues, and high school students show that the modules that have been developing suitable for use in the learning process with an achievement level of 86%, 95%, 88%, and 90% respectively. The results of the t-test showed an increase in students' literacy skills (p <0.05) of 0.71 (high category). It can be concluded, the modules that have been developing become worthy to use in the learning process and effective in enhancing the scientific literacy skills of senior high school students in XI class.
ABSTRAKKajian ini bertujuan untuk membahas literasi sains melalui implementasi pembelajaran sains dan potensi guru dalam mengintegrasikan literasi sains tersebut. Perencanaan kegiatan-kegiatan melalui percobaan dalam sains adalah upaya mencapai perbaikan literasi sains yang selama ini belum terjamah. Pengajaran dalam mata pelajaran IPA harus memberikan pengalaman langsung melalui kegiatan observasi menggunakan indera misalnya dalam bentuk mengidentifikasi, membuat keputusan, dan menyimpulkan yang berkaitan dengan interaksi dengan sains, lingkungan, teknologi, dan masyarakat. Integrasi literasi sains dalam pembelajaran sains dapat memperhatikan indikator-indikator literasi sains. Unsur-unsur literasi sains dalam mata pelajaran IPA yaitu: (a) merumuskan indikator literasi sains dalam suatu kompetensi dasar, (b) memasukkan aspek literasi sains dalam pokok bahasan, (c) mengemas literasi sains dalam silabus dan RPP. Evaluasi aspek kognitif berbasis literasi sains dapat memperhatikan kriteria: (1) soal bersifat luas, (2) disajikan dalam bentuk data-data serta muatan informasi, (3) ada keterkaitan konsep (4) menganalisis permasalahan serta memberi pernyataan dalam bentuk alasan pada saat menjawab pertanyaaan, (5) ada variasi dalam penyajian soal, (6) berbasis aplikasi yang berkaitan dengan isu-isu sains, lingkungan, teknologi, dan masyarakat. Manfaat dari proses integrasi literasi sains bagi guru mata pelajaran IPA adalah agar muatan materi IPA yang disajikan oleh guru dapat memunculkan aspek literasi dengan mengembangkan soal dengan karakteristik sains yang mencakup konten, proses dan aplikasi. Simpulan dari kajian ini adalah proses integrasi yang dilakukan mencakup tentang analisis komponen literasi sains melalui pengintegrasian kompetensi dasar pada mata pelajaran IPA dan dimuat dalam perangkat pembelajaran IPA sebagai scenario pembelajaran yang dapat diaktualisasikan di kelas.Kata kunci: Integrasi, literasi sains, pelajaran IPA
<p>Hasil analisis yang dilakukan dalam kajian ini adalah tema sistem pencernaan manusia dalam ruang lingkup Makhluk Hidup dan Proses Kehidupan untuk tingkat Sekolah Dasar dengan Standar Kompetensi 1.Mengidentifikasi fungsi organ tubuh manusia dan hewan, dan Kompetensi Dasar 1.3 Mengidentifikasi fungsi organ pencernaan manusia dan hubungannya dengan makanan dan kesehatan. Pencapaian pembelajaran tingkat Sekolah Dasar sampai pada mengenal dan mengidentifikasi struktur sistem pencernaan manusia (mulut, kerongkongan, lambung, usus halus, usus besar, rektum dan anus) (C1: Faktual), Memahami struktur sistem pencernaan manusia (mulut, kerongkongan, lambung, usus halus, usus besar, rektum dan anus (C2: Konseptual); Mengaitkan hubungan antara organ pencernaan, makanan dan kesehatan) (C3: Konseptual). Sementara untuk tingkat Sekolah Menengah Pertama tema pembahasan pada KD 1.4 mendeskripsikan sistem pencernaan pada manusia dan hubungannya dengan kesehatan dengan masing-masing indikator terdiri atas mengetahui gangguan pencernaan makanan (C1: Faktual), mengetahuai proses pencernaan makanan dari mulut hingga anus (C2: Konseptual), menjelaskan proses pencernaan makanan dari mulut hingga anus (C3: Konseptual), menganalisis Menganalisis hubungan antara organ-organ sistem pencernaan dan makanan serta kesehatan (misal: mulut: gigi (memecah makanan), lidah (membantu menelan), usus halus: menyerap makanan, anus (mengeluarkan sisa makanan) (C4: Prosedural), Menyimpulkan proses pencernaan makanan dari mulut hingga anus serta hubungannya dengan kesehatan (C5: Konseptual).</p>
Environmental awareness has becoming a critical value to be integrated among youth. This research aimed to analyze the implementation of students’ environmental awareness of Christian Junior High School 2 in Salatiga by creating bottle garden in school. This research was descriptive qualitative which was conducted in the second semester of academic year 2017/2018 and involved 47 students. The data collection techniques used were questionnaire and observation. The implementation of environmental awareness was measured based on the New Ecological Paradigm theory with five main indicators, namely: 1) anti-exemptionalism, 2) anti-anthropocentrism, 3) limits to growth, 4) balance of nature, and 5) eco-crisis. The results showed that by learning through bottle garden activities, students have reached a good understanding of eco-crisis, anti-exemptialism, balance of nature, anti-anthropocentrism, and limit of growth in which the value were 3.35; 3.11; 3.2; 3.19; and 3.14 respectively (3.21 ≤ score <3.73). This means that the students have possessed a ‘good’ level of environmental awareness.
This research aims to improve cognitive, affective and psychomotor learning outcomes through using animation based on macromedia flash. The subjects of classroom action research were 20 students, 11 male students and 9 female students from class VIII Christian Middle School 4 Salatiga. The study was conducted for 2 months in the 2017/2018 school year with 4 meetings. Measurements on cognitive learning outcomes, used instruments in the form of learning outcomes tests with 25 items, affective and psychomotor domains using questionnaire and observation sheets. Data processing and analysis used is description analysis. The percentage gain in the pre-cycle is 25% and the percentage of student learning completeness is obtained in the first cycle with a percentage of 52.9%. Furthermore cognitive learning outcomes also increased in the second cycle to 82.3%. The increase in the percentage of students 'completeness with an average of 53.4% indicates that there is a change and an increase in students' cognitive learning outcomes from the pre-cycle, cycle I and cycle IIAffective learning outcomes in the first cycle had a achievement of 55%, the acquisition of affective aspects in the first cycle still had not achieved the expected completeness, namely the standard score of 70%. However, in the second cycle the affective aspect achieved a percentage score of 78%. While the psychomotor aspects in the first cycle were 53%, increasing up to 75% in the second cycle with completeness of ≥75%.
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