Science and mathematics literacy of elementary school students related to water cycle

Abstract

Primary school students are the main foundation for the next level, so they must have strong scientific literacy and mathematical literacy. This study aims to describe the scientific and mathematical literacy of grade 5 elementary school students related to the water cycle. In this study descriptive method was used. Measurements were made of 43 elementary school students in the fifth grade in urban areas and they had studied water cycle material. The instruments used were in the form of scientific and mathematical literacy test questions in the form of descriptions. Data processing of research results was carried out using simple statistics, and the results showed that scientific and mathematical literacy of grade V elementary school students related to the water cycle was still low. Information on the results of this study is expected to be used as a reference for elementary school teachers so that the learning done is more meaningful.

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

“…Primary school is assumed as the beginning of education processes (Ferraz & Neves, 2017;Jacob & Rockoff, 2011). Consequently, it is required a learning which able to prepare the students in gaining adequate understanding of science (known as scientific literacy) (Prasasti & Listiani, 2019;Rochman et al, 2019;Sujana et al, 2019;Vieira & Tenreiro-Vieira, 2016), and having skills to live in the 21 st century (Husamah et al, 2018;Yayuk & Husamah, 2020), i.e. critical thinking (Florea & Hurjui, 2015;Kettler, 2014;Vieira & Tenreiro-Vieira, 2016).…”

“…Thus, this research is a pioneer which can be pursued and developed by other researchers who have interest in a research on the primary school level. Nonetheless, a research on scientific literacy in the primary school level is limited on instructional intervention (Lee et al, 2005), the use of robotics (Cejka, 2006), the use of integrated approach (Cervetti et al, 2012), STEM learning (Rochman et al, 2019;, Guided experiments book based on SETS (Prasasti & Listiani, 2019), and the water cycle theme (Sujana et al, 2019). Whereas, researches about critical thinking in science learning of primary school level are on the implementation of Evocation, Realization of meaning, and Reflection step (Florea & Hurjui, 2015), Science Writing Heuristic approach in fifth grade (Hand et al, 2018), the implementation of digital game-based learning in fifth grade (Hussein & Ow, 2019), RADEC model in fourth grade (Satria & Sopandi, 2019), topic of water cycle in fifth grade (Syaodih et al, 2019), problem-based learning (Zuryanty et al, 2019), Lectora Inspire media assisted guided inquiry method in fifth grade (Reffiane et al, 2019), as well as STEM in fifth grade (Elfrida et al, 2019).…”

Penguatan Literasi Digital Melalui Alih Tekhnologi Program Kampus Mengajar di SD Al Mufidah Surabaya

“…Melalui literasi digital ini mahasiswa akan memiliki kemampuan yang luar biasa untuk berpikir, belajar, berkomunikasi, (Sujana & Rachmatin, 2019).…”

How is E-Learning-Based Distance Learning Implemented in Elementary Schools?

“…The ongoing digitalization period, often known as the progression of the Industrial Revolution 4.0, is a driver of technical advancement, including improvement in the sphere of education. Students can more easily access, organize, evaluate, and communicate the information they need to solve challenges because of these developments (Sujana, Rachmatin, & Panjaitan, 2019). Since the advent of ever-improving technological tools, classrooms have been able to abandon rigid, lecture-based formats in favour of more adaptive, student-centred ones (Budiman, 2017).…”