Pengembangan Bahan Ajar Bermuatan Konteks Kelautan Untuk Meningkatkan Literasi Sains Siswa

Pursitasari, Indarini Dwi; Suhardi, Eka; Ardianto, Didit; Arif, Ayi

doi:10.24815/jipi.v3i2.14847

Cited by 10 publications

(7 citation statements)

References 4 publications

(4 reference statements)

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“…Students become accustomed to thinking processes and scientific activities, resulting in increased mastery of concepts and competencies. This is consistent with Puspitasari et al [23], who found that context-based inquiry learning can improve students' conceptual proficiency. Students are adept at bridging the gap between everyday experiences and classifying and organizing the subject matter.…”

Section: Resultssupporting

confidence: 91%

Analysis of student scientific literacy: study on learning using ethnoscience integrated science teaching materials based on guided inquiry

2021

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There are still few teachers who develop their teaching materials independently. There is also no continuity in science learning between scientific knowledge with real-life problems and local wisdom. As a result, learning is less meaningful, and students' scientific literacy skills remain low. This study aims to develop ethnoscience integrated science teaching materials based on guided inquiry that are appropriate and effective in improving students' scientific literacy. This study is development research that refers to the 4D development model. In addition to developing ethnoscience integrated science teaching materials based on guided inquiry, the researchers also developed syllabus, lesson plan, and students' scientific literacy instrument. The data collection technique used a validation sheet by three expert lecturers who are competent in their fields to measure the feasibility of the teaching materials. The scientific literacy instrument used multiple-choice questions. The data analysis technique used the validation percent index and the N-gain test to determine the increase in scientific literacy. Thi study obtained: 1) ethnoscience integrated science teaching materials (90); 2) syllabus (93); 3) lesson plan (90); and 4) scientific literacy instrument (90) with very valid and valid criteria; and revealed that 5) ethnoscience integrated science teaching materials can improve students' scientific literacy, as evidenced by the average score obtained by three schools with high improvement criteria. To summarize, this ethnoscience integrated science teaching materials based on guided inquiry are feasible and effective to be applied and implemented in learning to improve students' scientific literacy.

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Section: Resultssupporting

confidence: 91%

Analysis of student scientific literacy: study on learning using ethnoscience integrated science teaching materials based on guided inquiry

2021

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“…The result shows that the students in learning are merely memorizing the material without understanding them whereby understanding, the concepts will be long stored. Another factor that causes low concept mastery is that the teachers do not design contextual learning according to students' expertise competencies (Padwa, et al, 2019;Pursitasari, et al 2019). It also causes students to easily forget (Krathwohl, 2002).…”

Section: Figure 3 the Results Of Concept Mastery Test By Vocational Studentsmentioning

confidence: 99%

Characteristics of Chemistry Teaching Material Voltaic Cells on Students’ Creativity and Concept Mastery

Giyanto

Rubini

Heliawati

2020

JPSI

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This study aims to find the characteristics of chemistry teaching material used by 16 teachers on the concept of voltaic cells in vocational high schools. The characteristics of teaching material accommodate 21st-century learning which includes the accuracy of the contents, the accuracy of the scope, the updating of the material, the comprehensibility of the text, the use of the language, and the use of the illustrations. The research identifies student competency profiles that are indispensable in 21st-century learning, namely creativity and concept mastery. The subject of the research is teaching material used by 16 chemistry teachers in 16 vocational high schools with 95 students studied. Data were collected using observation sheets, product creativity questionnaires, and tests of students' concept mastery. The data obtained were analyzed using a quantitative descriptive method. The results show that the teaching materials used in learning had not used an approach that encouraged creativity and learning outcomes for students. This resulted in low creative-thinking ability at a rate of 27.03% and in low mastery concept showed from the mean of learning outcomes at a score of 22.4 from a maximum score of 100. The study concludes that the characteristics of chemistry teaching material voltaic cells are not under the demands of the characteristics of 21st-century learning in the aspect of the content.

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“…These aspects lead to how the module presents concepts scientifically, has novelty, and trains scientific literacy skills. According to Puspitasari et al (2019), teaching materials should have the following characteristics:…”

Section: The Feasibility Of the Modulementioning

confidence: 99%

STEM Approach: The Development of Optical Instruments Module to Foster Scientific Literacy Skill

Shofiyah

Mauliana

Istiqomah

et al. 2021

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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The STEM is an approach that seemly considered will be useful in online learning, because it can facilitate students to learn someÂ skills from about 21st century.Â This study was aimed to develop module-based STEM in improving scientific literacy skills in distance learning through e learning. Because this research developed module-based STEM, this study was named developmental research. The research procedure follows the stages of the R & D method developed by Barg and Gall which includes the studies of preliminary, product planning, development, validation (validation by experts), and Â revision, lastly field testing. Moduls that have been declared valid by experts are field tested using one group pretest-posttest design in an experimental class. The results show that the feasibility of module-based STEM in distance learning model to increase students' skills within scientific literacy was valid with the average score of 4.28 by two experts. In addition, the application of integrated STEM teaching materials through e-learning has a moderate effect on students' scientific literacy skills since the N-gain score was 0.6.

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Pengembangan Bahan Ajar Bermuatan Konteks Kelautan Untuk Meningkatkan Literasi Sains Siswa

Cited by 10 publications

References 4 publications

Analysis of student scientific literacy: study on learning using ethnoscience integrated science teaching materials based on guided inquiry

Analysis of student scientific literacy: study on learning using ethnoscience integrated science teaching materials based on guided inquiry

Characteristics of Chemistry Teaching Material Voltaic Cells on Students’ Creativity and Concept Mastery

STEM Approach: The Development of Optical Instruments Module to Foster Scientific Literacy Skill

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