Preliminary research in the development of physics teaching materials that integrate new literacy and disaster literacy

Abstract

21st century learning plays an important role in producing quality human resources, in order to have global competitiveness. Among the competencies students must have is new literacy, as an extension of scientific literacy that has been proclaimed by the previous government. New literacy includes data literacy, technology literacy and human literacy. Besides that, students also need to have disaster literacy, because Indonesia is located in an area prone to disasters. This study aims to determine the scientific literacy (conceptual understanding) of students, and knowing the extent of integrating new literacy and disaster literacy into learning in schools. The type of research conducted is survey research. The instruments used were concept tests, learning observation sheets, interview guides for teachers, and textbook analysis sheets. The concept test was given to 78 class XI students from three different schools, and interviews were conducted with 3 physics teachers in the three schools. Book analysis was performed on 5 physics textbooks that are widely used in schools. Data are analyzed quantitatively and qualitatively. The results showed that learning in schools is still traditional or teacher-centered learning. The integration of new literacy and disaster literacy in the learning process and textbooks used is still low. Understanding of student concepts is also low and misconceptions occur. Therefore, the recommendation from this preliminary study is the need to develop physics teaching materials that integrate new literacy and disaster literacy, and can improve students’ understanding of concepts according to the demands of the 21st century.

Design and Validity of Physics Teaching Materials Based on Cognitive Conflict Integrated Virtual Laboratory in Atomic Nucleus

“…The aspect of the content validity of teaching materials is declared valid because it has met the learning standards according to the 2013 curriculum. This is also in line with previous research which stated that classroom materials must be designed with the aim of encouraging students to understand physical concepts and removing previous misconceptions [15].…”

“…This is because one of them is that the learning process did not incorporate a particular model [16]. As well as the student's lack of attention to the phenomena that occur in the environment, while the environment is an important point in learning physics [15].…”

Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory

“…This is reinforced by interviews with teachers, it show that the learning carried out is still using conventional learning, and has not fully used the learning model that is in accordance with the 2013 curriculum, the teaching materials used have not been able to overcome misconceptions, and the experiments carried out have not been carried out properly due to limited tools in laboratorium. It is similar to the result of the study which state that learning in schools is still carried out traditionally or teacher-centered learning and students' understanding of concepts is also low and misconceptions often occur [2].…”

“…Student curiosity is greatly reduced and results in misconceptions in students and low levels of understanding of concepts, especially in physics lessons. According to Mufit, teacher-centered learning outcomes result in students not understanding concepts and are only interested in memorizing formulas or physics equestion [2]. When doing lab work is constrained by the availability of tools and time availability, the right solution is to use a virtual laboratory.…”

Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning

“…Physics learning still tends to explain physics concepts and formulas to students. It has not involved students in constructing knowledge (Mufit et al 2020). Physics learning that does not involve students actively discovering concepts can lead to a poor understanding of concepts and misconceptions.…”