The Influence of Learning Models and Learning Reliance on Students’ Scientific Literacy

Abstract

This research aimed to identify the influence of two learning models and learning reliance on students' scientific literacy. The method used was the treatment by 2 x 2 level. The participants were 36 students from the Department of Biology Education who were grouped into two categories based on the reliance questionnaire score, i.e., categories of high and low. The data were collected through scientific literacy tests, data analysis using two-path ANOVA formula followed by the Tukey test. The results showed that there was an influence on the interactions between the learning models and learning reliance on students' scientific literacy seen from the ANOVA test results which obtained F = 29.88, α = 0.05. The Tukey test analysis identified; (1) Scientific literacy of college students who used the Science, Technology, Society (STS) model was higher than those who adopted the Problem-Based Learning (PBL) Model with Q = 4,74 at α = 0.05; (2) The scientific literacy of students having high learning reliance using the STS learning model was better than those applying the PBL with Q = 11,78 at α = 0.05; (3) The scientific literacy of students having low learning reliance using the STS learning model was lower than those using the PBL with Q=5.07 at α = 0.05. It concluded that the STS learning model could improve the students' scientific literacy. In other words, the STS learning was more useful for the high reliance students than those with low reliance.

Students' learning motivation and cognitive competencies in the PP and PBL models

“…On the other hand, PBL facilitates the students to develop their knowledge based on the problem given to them that in-line with the subject. Many reports show that the PBL can improve the cognitive competence in biology or science subjects effectively (Mutakinati et al, 2018;Ratini et al, 2018;Suciati et al, 2020;Taşoğlu & Bakaç, 2010;Wulansari et al, 2018), besides the PBL can improve the psychometric skills of the students (Sumarni et al, 2016).…”

The Effects of Problem-Based Learning on Critical Thinking Skills and Student Science Literacy

“…The Science, Technology, Society (STS) model is more successful in increasing students' scientific literacy compared to the PBL model. Scientific literacy for high level students is better when learning to use STS learning models, conversely, for low level it is recommended to apply PBL models in increasing their scientific literacy (Ratini et al, 2018). Its use is the integration of effective science teaching materials through scientific approaches to increase student knowledge and literacy (Asrizal et al, 2018).…”

Integrating language literacy in physical sciences in Riba Cross District, South Africa

“…80% of the schools learn Physical Sciences in the English language, which is not the learners' mother tongue. Thus, learners' English Literacy levels (ELs) are low in many schools (Turkan & Schramm-Possinger, 2014;Ratini et al, 2018). If the learners' language literacy is not developed, they will perform poorly in examinations (Baker, Lesaux, Jayanthi, Dimino, Proctor, Morris, 2014;Faisal & Martin, 2019).…”