The development of scientific literacy-based physics learning module on direct current circuit material

Abstract

This research and development aim to describe the characteristics, determine the feasibility, and determine the Scientific Literacy-based physics learning module’s effectiveness on direct current circuit material. The development procedure uses the Research and Development model by Thiagarajan with 4-D stages (define, design, develop, and disseminate). The subjects of this study were students of class XII at SMA Negeri 1 Jogorogo Ngawi. Data collection techniques using observation, interviews, and questionnaires. Data analysis was carried out quantitatively and descriptively qualitatively. The results of the research and development concluded that 1) a physics learning module based on Scientific Literacy on direct current circuit material was developed based on the Scientific Literacy component, namely a) the scientific process includes explaining scientific phenomena, using scientific evidence, identifying scientific questions, b) scientific content includes understanding phenomena, and c) the context of science includes solving problems in everyday life; 2) the Module is feasible to use in physics learning in an excellent category, the average percentage of validation results is a) material components: 91.46% b) media components 92.99% c) scientific literacy components 93.75%; and 3) a useful module for improving critical thinking skills including Interpretation, analysis, evaluation, inference, explanation, and self-regulation with an increase of 17.56%.

Pengembangan E-Modul Literasi Sains Anak Usia Dini

“…Pengembangan modul literasi sains telah diteliti oleh studi terdahulu. Modul berbasis literasi sains dilaporkan dapat meningkatkan hasil belajar (Novera et al, 2019), kemampuan berpikir kritis (Susdarwati et al, 2021), dan motivasi membaca dan mengoperasikan angka (Maison & Wahyuni, 2021) pada siswa sekolah menengah. Perbedaan dengan penelitian ini adalah sasaran pengguna modul yang ditujukan untuk guru prasekolah khususnya yang mengajar anak usia 5-6 tahun.…”

Calibration of the science process skills among Malaysian elementary students: A Rasch model analysis

“…These skills can improve students' performance in terms of their ability to help students in the learning process and facilitate students to discover scientific methods in problemsolving [4]. Science process skills are also investigated with regards to other related constructs such as critical thinking [5], [6], creative thinking [7], and problem solving skills [8].…”