Investigation of the Contribution of Differentiated Instruction into Science Literacy

Şentürk, Cihad; Sari, Hakan

doi:10.17583/qre.2018.3383

Cited by 18 publications

(15 citation statements)

References 28 publications

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“…Cypriot Journal of Educational Science. 17(5), 1671-1679. https://doi.org/10.18844/cjes.v17i5.7337 interests, the level of readiness of students, and the use of various types of assessment (Şentürk & Sari 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Investigation of teachers’ understanding of differentiated approach in teaching mathematics

Yessingeldinov

Ashirbayev

Zhumykbayeva

et al. 2022

CJES

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This article describes research on the use of a differentiated approach in assessing students’ academic achievements during mathematics lessons. The study used theoretical and empirical research methods. In particular, normative documents and scholarly literature were reviewed, and in 2021, the study conducted a survey of online mathematics teachers from Kazakhstan on a differentiated approach to teaching. The study then analyzed the collected data using Spearman’s Rank Correlation Test and T-test. Firstly, the research shows that teachers mostly understand differentiation in the lesson as an adaptation of educational material to the needs of students and the use of tasks of different levels of difficulty. Secondly, there is a correlation between the understanding of a differentiated approach and the needs of teachers. This research results expect that it would give an idea of the readiness of mathematics teachers to apply a differentiated approach in assessment and develop recommendations for its application further. Keywords: differentiated approach, teaching mathematics, assessment, educational survey, correlation

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Section: Literature Reviewmentioning

confidence: 99%

Investigation of teachers’ understanding of differentiated approach in teaching mathematics

Yessingeldinov

Ashirbayev

Zhumykbayeva

et al. 2022

CJES

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“…Anak-anak juga memiliki potensi untuk belajar dengan berinteraksi dengan lingkungan mereka (National Research Council, 2010). Şentürk & Sari (2018) juga menjelaskan bahwa anak usia dini memiliki rasa ingin tahu yang mendalam. Mereka ingin mengetahui dan menyelidiki lingkungan sehingga mereka berusaha melakukan berbagai hal.…”

Section: Pendahuluanunclassified

“…Sari, 2018).Lebih lanjut Laugksch (Garner-O'Neale et al, 2013) menjelaskan bahwa istilah 'literasi sains' diciptakan oleh Paul Hurd pada akhir 1950-an dan digunakan untuk menggambarkan pemahaman sains dan aplikasinya pada masyarakat. Hasil survei yang dilakukan menunjukkan bahwa sebagian besar responden telah mengembangkan literasi sains di sekolahnya, penjabaran dari penerapan literasi sains basis kelas dapat dilihat pada Tabel 3.…”

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Penerapan Literasi Sains Basis Kelas oleh Guru PAUD di Kota Surakarta

Sholeha

Wahyuningsih

Hafidah

et al. 2021

J. Obs. J. Pendidik. Anak Usia Dini

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Hasil PISA 2018 menunjukkan rata-rata skor sains negara-negara OECD adalah 489, namun Indonesia baru mencapai skor 396 (OECD, 2019) yang artinya masih berada di level bawah. Padahal sejak 2017 Indonesia sudah menggalakkan Gerakan Literasi Nasional. Penelitian ini merupakan penelitian survey yang bertujuan untuk mengetahui sejauh mana penerapan literasi sains pada PAUD di Kota Surakarta. Populasi dari penelitian ini adalah seluruh guru PAUD di Surakarta dan sampel dari penelitian ini adalah 64 responden. Data dikumpulkan menggunakan kuesioner respon guru. Teknik analisis data yang digunakan adalah teknik persentase. Hasil persentase dari penelitian ini menunjukkan bahwa indikator literasi sains basis kelas mendapatkan hasil yang bervariasi. Adapun hambatan yang dialami oleh guru dalam penerapan literasi sains diantaranya adalah guru belum pernah mengikuti pelatihan tentang pengembangan pembelajaran literasi sains di PAUD, guru belum memahami bagaimana penerapan literasi sains, serta sarana dan prasarana sekolah yang belum memadai.

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“…Scientific literacy requires supporting tools because of the broad study object in science (Sentürk & Sari, 2018;Pahrudin et al, 2019) and is used as an indicator to see the quality of education and human resources in a country (Winata et al, 2016;Pahrudin et al, 2019). The science education curriculum's main aim is to provide learners with opportunities to use their understanding of science in public debate and make balanced information and decisions about socioscientific issues that affect their lives (Ardianto & Rubini, 2016).…”

Section: Introductionmentioning

confidence: 99%

Prospective Madrasah Teachers' Scientific Competencies Integrated with Scientific Literacy through the STEM Approach

Rokhimawan

Yuliawati

Kamala

et al. 2022

JPII

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This study aims to measure the scientific competence of prospective teachers of Madrasah Ibtidaiyah integrated scientific literacy through a STEM approach. The research method used was descriptive quantitative with a sample of 40 students from the same study program at two different universities. The selected sample has taken basic science courses with a minimum score of B. This research used a purposive sampling technique, where the sampling actively participates in learning activities. Data were collected using a set of instruments to analyze the prospective teachers’ scientific competence. The instruments were declared valid based on expert judgment and showed a Cronbach Alpha score of 0.68 before being used. Scientific competence data were obtained from the results before and after the essay, practicum, multiple-choice test, and questionnaire instruments. Data were analyzed descriptive quantitative using inferential statistics with a T-test. Inferential statistical analysis revealed differences in scientific competence of prospective madrasah teachers in Study Program A and Study Program B (t = 5.98 1.83). The measurement results of the test of science content mastery aspect with an average of 58.3 and 50.8. The practicum mastery of science process skills results from the problem-solving skills test are 48.4 and 39.6. From the questionnaire results on scientific literacy, students still need to improve their independence in studying science, scientific thinking skills, the ability to use scientific knowledge in problem-solving, and integrating the STEM approach. From the findings, it can be concluded that the analysis of the scientific competence of prospective madrasah teachers shows an apparent and significant difference. The prospective madrasa teachers’ scientific competence is needed to prepare students as prospective teachers who are STEM literate.

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Investigation of the Contribution of Differentiated Instruction into Science Literacy

Cited by 18 publications

References 28 publications

Investigation of teachers’ understanding of differentiated approach in teaching mathematics

Investigation of teachers’ understanding of differentiated approach in teaching mathematics

Penerapan Literasi Sains Basis Kelas oleh Guru PAUD di Kota Surakarta

Prospective Madrasah Teachers' Scientific Competencies Integrated with Scientific Literacy through the STEM Approach

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