Scratch-Assisted WavesTeaching Materials: ICT Literacy and Students Critical Thinking Skills

Abstract

The rapid development of technology requires education to provide learning that can improve students' critical thinking and ICT (information and communication technology) skills. One of the lessons that can be applied is ICT-based. The material is packed with state-of-the-art technology and computer programming. For this reason, a study was carried out which had the objectives of (1) developing Scratch-assisted Wave teaching materials, (2) testing their validity, (3) testing the practicality of using teaching materials, and (4) testing their effectiveness in improving students' ICT literacy and critical thinking skills. This research is an R&D that has 4D procedures, namely define, design, develop, and disseminate. The product trial used the pretest-posttest control group design. The research instruments consist of the gap test, ICT literacy test and critical thinking skills test. The data analysis technique used in the study are percentage and t-tests. The product in this research is in the form of ICT-based wave teaching materials. Programming applications in teaching materials are in the form of Scratch with a contextual learning approach, namely physical symptoms and phenomena that are closely related to life. The average percentage validity of teaching materials in terms of content is very decent category. The level of readability of teaching materials through gap tests and questionnaires is very easy-to-understand categories. The effectiveness of teaching materials is seen from the increase in ICT literacy and critical thinking skills of high school students who use Scratch-assisted Wave teaching materials are higher than those using ordinary teaching materials.

Development of an inquiry-based virtual laboratory to facilitate biology practicum for high school students

“…Several studies have successfully demonstrated that through interactive simulation and visualization technology, students can independently explore scientific concepts, test hypotheses, and identify patterns in data. This also has implications for increasing students' literacy, skills, and critical thinking abilities (Negoro et al, 2023;Wang et al, 2023;Hurtado-Bermúdez & Romero-Abrio, 2023). In this way, the design of an inquiry-based virtual laboratory will be able to close the gap in the literature regarding the process of facilitating technology-based learning and practicums while still prioritizing mastery of scientific concepts and development of students' scientific literacy skills.…”

Application of A Guided Inquiry Learning Model to Improve Students' Scientific Literacy Skills

“…In the same context, a solid understanding of concepts helps students develop literacy in science by enabling them to relate information, make reasonable predictions, and recognize cause-and-effect relationships in real-world contexts. It is essential to develop the analytical, critical, and creative skills necessary to achieve adequate scientific literacy (Negoro et al, 2023). Therefore, higher education institutions must overcome this challenge by providing comprehensive and in-depth scientific literacy education.…”

“…Communication skills are critical in improving students' scientific literacy because they enable them to convey ideas, present findings, and engage in scientific dialogue (Rosneli & Ristiana, 2023). According to research by Negoro et al (2023), communication skills significantly increase students' scientific literacy by facilitating significant learning, productive collaboration, and involvement in scientific dialogue. These abilities help students become critical readers, effective problem solvers, and active contributors to the science community.…”

Development of Affordable Pendulum and Collision Prop as Media in Science Learning

“…Props as science learning media can be used in role-playing exercises to simulate realworld problem-solving scenarios because science is related to authentic phenomena [3]. This can help students develop critical thinking skills and apply their knowledge to practical situations [4], leading to better problem-solving skills. Some previous research created science learning props, such as arduino based-props for collision material [5], personal desk laboratory [6], dynamic fluid props [7], and smart aquariums [8], as a valid and practical science learning media so that it is worth considering to be applied in science learning, including for students with special needs.…”