Desain Pembelajaran Berbasis Literasi Sains dan Berwawasan Kemaritiman sebagai Hasil Pelatihan di SMAN 4 Tanjungpinang

Abstract

Learning designing becomes an important part of the process to achieve learning objectives. Likewise, when teachers enhancestudents’ scientific literacy, the efforts must also be made from the learning design. The design of learning based on scientific literacy becomes very important when the orientation of science learning is not just to achieve cognitive aspects, but even more to the students' ability to apply science and have the attitude and ability to make decisions related to science in their lives. One important aspect in the design of learning based on scientific literacy is the relevance of the context of science to concepts or knowledge. For students inKepulauan Riau, the maritime context is very relevant to be discussed in the body of science. Through intensive training at SMA Negeri 4 Tanjungpinang, biology and chemistry teachers were trained to design science literacy-based learning and maritime-based contexts. The learning design developed refers to the STL (science and technology literacy) approach which has 5 stages of learning, namely the contact stage, the elaboration stage (content), the curriculum stage, decision making, and the nexus stage. From the results of the mentoring by the training facilitator, 2 learning designs were produced (biology and chemistry subjects). The maritime context is integrated in the material Biodiversity (for Biology) and Petroleum (for Chemistry).

The Use of Integrated Science Learning Media in Maritime Context during the New Normal Era in Tanjungpinang City, Riau Archipelagos, Indonesia

“…However, some science teachers (45%) have integrated the maritime context into their learning such as by presenting a discussion of the biotic and abiotic components of marine ecosystems, marine pollution and its prevention efforts, biodiversity in coastal areas and coral reefs, the application of Archimedes' law on ships, and tsunami disaster mitigation. The materials in science learning are combined with maritime context to ensure that teachers and students have knowledge and competence in protecting the marine environment [10]- [12], [18]. In addition, the understanding of maritime context needs to be given to science teachers for it to be integrated in the learning process, specifically in learning media [18], [19].…”

“…Science learning that is integrated with the maritime context is needed, specifically in coastal areas to support the realization of Indonesia as the world's maritime axis [13] and the learning process contextually [12]. However, research revealed that the context has not been widely practiced by teachers [10], [11].…”

Implementation of The Flipped Classroom Learning Model With The Assistance of Interactive E-Books To Improve Science Literacy Competence Vector Material

“…Melalui diskusi, siswa dapat saling berbagi pemahaman mereka tentang konsep vektor, memperluas pengetahuan mereka, dan membangun keterampilan berpikir kritis; 5] Memanfaatkan Teknologi dan Media: Desain tugas yang menggunakan teknologi dan media dapat memperkaya literasi sains siswa. Misalnya, memberikan tugas yang melibatkan pemodelan vektor menggunakan perangkat lunak simulasi atau meminta siswa untuk membuat presentasi multimedia tentang konsep vektor (Amelia & Yulita, 2019).…”

The Implementation Profile of The Science Literacy Movement in Elementary Schools

“…Finnaly, Lack of Guidance in Developing Science Literacy Movement. Based on the results of interviews, principals felt that there was a lack of guidance for schools, committees and teachers on how to implement and technical guidelines for the science literacy movement (Amelia & Yulita, 2019;Syofyan et al, 2018). So far, coaching has only come from the school supervisor.…”