The Use of Biology Textbook based on Collaborative Learning Model to Improve Scientific Literacy Skill

Objective: This study describes the validity of inquiry-based environmental change textbooks used to train students' scientific literacy skills. The validity of the developed inquiry-based textbooks is viewed from the aspects of content feasibility, presentation feasibility, linguistic feasibility, inquiry suitability, and scientific literacy. Method: This study used the development method with the 4D model (define, design, and develop), which was modified and implemented in the Science Education Postgraduate Program at Surabaya State University. The data collection technique was carried out using the textbook validation method. The assessment instrument used was a textbook validation sheet that two biology lecturers validated as validators. Data analysis was carried out quantitatively and descriptively. Results: The research results are in the form of validation of inquiry-based textbooks, with an average score of 94.88% in the very valid category. Novelty: The novelty of this research is that there are inquiry-based features in textbooks about environmental change that can improve students' scientific literacy skills. Based on the data analysis, the developed inquiry-based textbooks are valid and suitable for learning.

Section: Resultssupporting

confidence: 89%

Validity of Inquiry-Based Textbooks on Scientific Literacy Skills

Jannah,

Indana,

Rachmadiarti

2023

The Development of Two Stay-Two Stray Cooperative Learning Instrument on Respiratory System to Improve Scientific Literacy Skills

Ulinnuha

Ibrahim

Azizah

2021

Science literacy is an ability to understand, communicate science through oral or written, apply and analyze the current scientific issues in society. This study aims to produce a valid, practical, and effective learning tool, and has been carried out using the 4D (Define, Design, Development, and Disseminate) method; however, the Disseminate one wasn’t carried out. The examination was limited in using one group pretest-post test design. The study was conducted within two meetings with 16 who were doing online learning. The data retrieval used a validated instrument. RPP tools with very decent results, LKPD tools (Student Worksheets) with very decent results, and test kits (Pre-test and post-test) with very decent results. As the result, the learning method shows to be very decent, effective, and practical, while the items of the method used are included in the sensitive category ≥0.30.

The Role of Scientific Literacy Instruments For Measuring Science Problem Solving Ability

Afnan

Munasir

Budiyanto

et al. 2023

A critical aspect of measuring judgment in the 21st century is scientific literacy. In addition to the scientific literacy aspect as part of the grade 21 skills assessment, there are other essential aspects, namely student problem-solving skills. Based on the articles collected, it can be concluded that to meet the necessities of life in various situations in the global era, Literacy ability is a fundamental thing that all students must own. The role of scientific literacy instruments is needed to measure students' science problem-solving abilities. Because scientific literacy is an individual's ability to identify, explain and conclude scientific evidence by using the ability to solve problems based on how to understand, plan, solve, and reassess. This can be seen from the many theories and teaching methods that support the results obtained from the forty-four journals reviewed. The criteria for the articles used are those published in 2017-2022. The purpose of this article review is to determine the role of scientific literacy instruments in measuring students' problem-solving abilities by using a literature review that gathers sources from several previous articles.