Understanding Scientific Literacy and Pedagogy Competence: A Critical Insight into Religious Integration Thinking Skills

Zarkasi, Ahmad; Sukarno, Sukarno; Huda, Miftachul

doi:10.36941/jesr-2022-0022

Cited by 9 publications

(3 citation statements)

References 25 publications

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“…The communicative approach is based on comprising the plurality and equality covered within intellectual and moral development in the new paradigm of varying diversity. In particular, addressing management skills with adaptive teaching competencies, for instance, could be engaged into the application guidelines in supporting and assessing multiple channels to extract new insights of value of knowledge material [16]. As a result, the model of the CRCT approach could be appropriately expected, given the current trend of multicultural education contexts.…”

Section: Literature Review 21 Transforming Crt To Crct Skill Approachmentioning

confidence: 99%

Reflecting Culturally Responsive and Communicative Teaching (CRCT) through Partnership Commitment

Berlian

Huda

2022

Education Sciences

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The strategic approach to enhance cultural skills is aligned with social feeling and sense of belonging as an important element to underlie the interaction pathway with others’ diverse backgrounds. Such an approach of teaching model could be transformed and prepared to encourage ability to communicate and relate to others from diverse backgrounds. The following phase of sufficient integration amongst cognitive, social and emotional substance is reflect in the culturally responsive and communicative teaching (CRCT). This mode is an important element to advance the diverse students amidst an increasingly complex and pluralistic society. This paper is aimed at examining CRCT by having a critical look into the partnership commitment amongst interracial teachers’ daily school interaction. Data collection was conducted with 10 interracial teachers with a focus on the approach of how their partnership commitment is reflected and practiced in their daily school interaction. Thematic analysis was employed to obtain the main points of data to give insight into the multicultural school society. The findings reveal that an understanding of CRCT articulated into partnership engagement commitment has a core of three main points. These are: expanding self-awareness on cultural identity; enhancing culturally mediated emotion of social situations; and developing instructional practice for cultural sensitivity. The implication for students’ experiential learning in the multicultural classroom was also discussed. The contribution of this paper can be exerted among those involved in the education sectors. These include students, educators, principals, learning facilitators, researchers, educational technologist, instructional designers and practitioners. This is also included among the researchers who are interested in exploring, understanding and developing discerning perspectives on diversity and diverse learners in 21st century education. This study is expected to contribute by giving solving skills with the strategic approach articulated into a particular guideline to give a clear understanding in responding the multicultural classroom in the interracial school society context. This study is considered to elaborate the good feedback on the importance of CRCT in responding to emerging trends on the facades of diversity among diverse learners.

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Section: Literature Review 21 Transforming Crt To Crct Skill Approachmentioning

confidence: 99%

Reflecting Culturally Responsive and Communicative Teaching (CRCT) through Partnership Commitment

Berlian

Huda

2022

Education Sciences

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“…However, low scientific literacy hinders the development of science and technology and impacts the lack of sensitivity to environmental damage caused by the negative effects of technological advancements (Zainuri et al, 2022). On average, students' scientific literacy is still not optimal, only covering content understanding and not yet able to communicate and connect their abilities with everyday problems (Wibowo & Ariyatun, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Project-Based Learning on Students' Scientific Literacy and Autonomy

Rediani

2024

ijed

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Scientific literacy and autonomy are crucial for students to cope with 21st-century learning demands, where educators need to innovate the learning process. This serves as the rationale for analyzing the impact of Project-Based Learning (PjBL) on scientific literacy and autonomy among fourth-grade elementary school students. The research design employed a quasi-experimental design with a sample size of 58 participants. Data collection utilized both test and questionnaire methods. The test instrument consisted of 20 essay questions to assess scientific literacy, while the questionnaire comprised 30 statements to measure autonomy. Data analysis methods included quantitative descriptive analysis and inferential statistical analysis, employing MANOVA with a result of 0.00 < 0.05. Based on the analysis, Project-Based Learning (PjBL) significantly influences both scientific literacy and autonomy of the students, both simultaneously and partially. This is evidenced by the difference in mean values, where the mean values of scientific literacy and student autonomy taught through PjBL were higher. The research findings also indicate that scientific literacy was more significantly influenced compared to student autonomy. Therefore, it can be recommended as an innovative learning approach to enhance both scientific literacy and student autonomy.

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“…Low levels of scientific literacy are a hindrance to the development of science and technology; this can have a negative impact on the environment and expansion of innovations in science and technology (Zainuri & Huda, 2022). The average student's scientific literacy is not optimal when seen only in terms of content skills, especially when these skills cannot be communicated or associated with everyday problems (Wibowo & Ariyatun, 2020).…”

Section: Introductionmentioning

confidence: 99%

Impact of Prezi Media-Assisted Problem-Based Learning on Scientific Literacy and Independence of Elementary School Students

Kristiantari

Wayan

Tristiantari

et al. 2022

JEELR

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The aim of this study was to analyze the impact of Problem Based Learning (PBL) with the support of Prezi media on scientific literacy and independence. The research design used was quasi-experimental in nature. The sample of this study consisted of 59 fourth grade students. Data were collected using a test and a questionnaire. The instruments used were a 20-item test to assess scientific literacy and a 30-item questionnaire to measure independence. The data were analyzed using descriptive analysis and statistical inference. Multivariate Analysis of Variance (MANOVA) was used in testing the hypotheses. The findings show that the PBL model supported by Prezi media has a simultaneous and partial effect on students' scientific literacy and independence. The findings also show that the Prezi media-enabled PBL model has a greater impact on scientific literacy than on students' independence.

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Understanding Scientific Literacy and Pedagogy Competence: A Critical Insight into Religious Integration Thinking Skills

Cited by 9 publications

References 25 publications

Reflecting Culturally Responsive and Communicative Teaching (CRCT) through Partnership Commitment

Reflecting Culturally Responsive and Communicative Teaching (CRCT) through Partnership Commitment

The Impact of Project-Based Learning on Students' Scientific Literacy and Autonomy

Impact of Prezi Media-Assisted Problem-Based Learning on Scientific Literacy and Independence of Elementary School Students

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