Educational research related to science instruction for the elementary and junior high school: A review and commentary

The instruction of Integrated Science at Junior High School considers with the use of Inquiry Approach. The students are provided with the daily reality occurs in their life. The Integrated Science at Junior High School has some features covering the developing ability in questioning, searching the questions, understanding the questions, and completing the questions on “what”, “why”, and “how” about the natural symptom as well as its characteristics systematically that to be applied in the environment and the technology. Such understanding of that integrated should be balanced with the students’ psychology in which they are led to the content, so the process and the psychomotor are more urgent but the cognitive side is not to be ignored.

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Implementing Context-Based Learning in Science Instruction: A Study on Science Literacy Improvement within Topics of Earthquake and Flood

10.31237/osf.io/r4n95 ◽

2019 ◽

Author(s):

Anna Farhiya Ulfah

Keyword(s):

High School ◽

Junior High School ◽

Science Literacy ◽

Junior High ◽

Science Instruction ◽

T Test ◽

Control Group ◽

Research Subjects ◽

Treatment Research ◽

And Control

The goal of this research is gaining description on science literacy improvement of junior high school students regarding the topics of earthquake and flood as an effect of Contextual Based Learning (CBL) implementation during science instruction. Quasi-experiment serves as the method of this study with non-equivalent control group pre-test post-test design. Jigsaw cooperative learning method functions as the control treatment. Research subjects involve 52 students of grade VII in a state junior high school in Bandung Regency, West Java. Those research subjects are divided into two classes namely experiment class and control class. The instrument used to collect relevant data is science literacy test covering aspects of science content, science competence, and attitude towards science. Two independent sample t-test is applied to analyze the comparison of science literacy improvement reached between experiment and control class. The result of statistical calculation for two independent sample t-test N-gain using version 23 SPSS software shows a significant value of 0.00 < α. 0.05 for all aspects. The findings indicate that CBL implementation during science instruction within topics of earthquake and flood is proven to be valid to improve students’ science literacy compared to jigsaw cooperative model.

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