Do Middle School Science Textbook Enclose an Entity of Science Literacy?

Ardianto, Didit; Pursitasari, Indarini Dwi

doi:10.33751/jhss.v1i1.369

Cited by 10 publications

(10 citation statements)

References 3 publications

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“…Based on the result of literature review and field surveys which was distributed to 18 science teachers and 84 students of Junior High School in one of district in Indonesia, the data was shown in Table 1. (Ardianto & Pursitasari, 2017). b.…”

Section: The Develop Of Teaching Materials Research Designmentioning

confidence: 99%

“…Chiappetta et al (1991) states that good science teaching materials are teaching materials that contain components of scientific literacy, science as a core of knowledge, science as way of investigating, science as a way of thinking, science interaction, technology, and society. According to the findings of the research conducted by Ardianto & Pursitasari (2017), the scientific literacy profile of teaching materials is still focused on scientific knowledge, but it contains minimum investigation of the science nature, science as a way of thinking, and the interaction between technological science and society. Thus, the scientific aspect literacy is still not comparable with teaching materials and the exceptional limitations of teaching materials make it difficult for students to understand science individually.…”

Section: Introduction 11 Background Of the Studymentioning

confidence: 99%

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How to Develop Teaching Material to Promote Student’s Scientific Literacy Through Blended Learning at Junior High School?

Pursitasari¹,

Ardianto²,

Kurniasih³

et al. 2020

JEP

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The purpose of this study was to develop teaching material to promote student's scientific literacy through blended teaching material on junior high school. This teaching material was developed using the ADDIE design. Having analysed and designed steps, the online teaching material draft was then validated by five experts and twenty science teachers. Furthermore, the teaching material about the earth's atmosphere implemented to 38 junior high school students. Data collection uses scientific literacy tests, observation, and questionnaires. The analysis of data was carried out descriptive quantitative. The results showed that the teaching material has been valid based on the result of five experts and twenty teachers assessing. The teaching material on earth's atmosphere was able to promote students' scientific literacy in terms of students to identify atmospheric issues in life, make conclusions based on evidence, and understand of the concepts. Students also expressed satisfaction with the content and presentation of teaching material.

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Section: The Develop Of Teaching Materials Research Designmentioning

confidence: 99%

Section: Introduction 11 Background Of the Studymentioning

confidence: 99%

How to Develop Teaching Material to Promote Student’s Scientific Literacy Through Blended Learning at Junior High School?

Pursitasari¹,

Ardianto²,

Kurniasih³

et al. 2020

JEP

View full text Add to dashboard Cite

show abstract

“…Berdasarkan hasil penelitian yang telah dilakukan oleh OECD melalui PISA (Programme for International Student Assessment) terhadap ISSN 1907-1744 (Cetak) DOI: 10.29303/ jpm.v14i2.1233 ISSN 2410-1500 (Online) kemampuan literasi sains siswa Indonesia, sejauh ini hasilnya selalu dibawah 500 (nilai rata-rata internasional) [1,2,3,7,12,18]. Berhubungan dengan peningkatan kemampuan literasi sains melalui proses pembelajaran, terdapat faktor-faktor yang mempengaruhi pencapaian kemampuan literasi sains.…”

Section: Pendahuluanunclassified

Analisis Cakupan Literasi Sains Dalam Buku Pelajaran Biologi Pegangan Siswa Kelas XI Kurikulum 2013

et al. 2019

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Buku pelajaran berperan penting untuk membangun kompetensi literasi sains siswa, oleh karena itu buku pelajaran sebaiknya terintegrasi kompetensi literasi sains yang seimbang. Penelitian ini bertujuan untuk memperoleh proporsi kategori cakupan literasi sains dalam sajian buku pelajaran Biologi berdasarkan cakupan kompetensi literasi ilmiah PISA 2015. Adapun kompetensi tersebut terdiri dari kompetensi ‘menjelaskan fenomena secara ilmiah’, ‘mengevaluasi dan mendesain penyelidikan ilmiah’, dan ‘mengambil kesimpulan berdasarkan data’. Jenis penelitian ini adalah penelitian kualitatif berupa studi dokumen.Pengumpulan data penelitian mengggunakan instrumen analisis yang mengacu pada kompetensi literasi ilmiah PISA 2015. Tehnik analisis data menggunakan rumus persentase untuk menentukan proporsi kategori cakupan literasi sains. Hasil penelitian menunjukkan bahwa cakupan literasi sains dalam buku pelajaran Biologi pegangan siswa kelas XI kurikulum 2013 didominasi oleh kompetensi ‘menjelaskan fenomena secara ilmiah’ dengan persentase 65%. Adapun kompetensi ‘mengevaluasi dan mendesain penyelidikan ilmiah’ memiliki persentase terendah yaitu 14.2% dan kompetensi ‘mengambil kesimpulan berdasarkan data’ memiliki persentase 20.8%. Dengan demikian, dapat disimpulkan bahwa buku ajar tersebut telah terintegrasi kompetensi literasi sains namun dengan cakupan literasi sains yang tidak proporsional.

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“…The selection of high-quality textbooks is very important to maximize effective scientific literacy in the science classroom (Mcdonald, 2015). There should be a textbook of science that contains science literacy (Ardianto & Pursitasari, 2017). The preliminary study showed that analysis of science teaching materials based on scientific literacy indicators used by one of the junior high schools in the Kediri Regency showed that the indicators of identifying and controlling variables and constructing and interpreting graphs had not been seen in teaching materials used by the schools.…”

Section: Introductionmentioning

confidence: 99%

Gil-Based Heat and Temperature Module: Empowering Scientific Inquiry Literacy of Junior High School Students

2020

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This research aims to determine the effectiveness of the heat and temperature module based on the Guided-Inquiry Laboratory (GIL) model. The type of this research was a quasi-experimental research with a pretest-posttest control group design. The samples were the seventh grade of one of junior high school in Kediri, as many as 60 students, with two classes: module as experiment class and existing class as control class. The module class was treated using a GIL-based module and existing class using modules commonly used at school. The sampling technique used in this research was purposive sampling. The instrument used to collect data on scientific inquiry literacy was a multiple-choice test. This study found that there are statistically significant differences between the module and the existing class with an Effect Size (ES) of 0,413. The average score of scientific inquiry literacy N-Gains score calculation in the module class was higher by 0,68 compared to the existing class 0f 0,47. The result indicates that there is a medium impact of applying heat and temperature module to the indicator of scientific inquiry literacy. These findings contribute that employing the GIL-based heat and temperature module proved to be effective in the quality of science learning among module class students.

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Do Middle School Science Textbook Enclose an Entity of Science Literacy?

Cited by 10 publications

References 3 publications

How to Develop Teaching Material to Promote Student’s Scientific Literacy Through Blended Learning at Junior High School?

How to Develop Teaching Material to Promote Student’s Scientific Literacy Through Blended Learning at Junior High School?

Analisis Cakupan Literasi Sains Dalam Buku Pelajaran Biologi Pegangan Siswa Kelas XI Kurikulum 2013

Gil-Based Heat and Temperature Module: Empowering Scientific Inquiry Literacy of Junior High School Students

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