scholarly journals Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers students

Biosfer ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 22-32
Author(s):  
Gina Handayani ◽  
Adisyahputra Adisyahputra ◽  
Reni Indrayanti
Keyword(s):  
Reading Comprehension ◽  
Correlation Coefficient ◽  
Scientific Literacy ◽  
Literacy Skill ◽  
Biology Teacher ◽  
Integrated Science ◽  
Process Skill ◽  
Comprehension Skill ◽  
Science Process Skill ◽  
Teacher Students

Scientific literacy is define as the capacity of use scientific knowledge in order to understand and help make decision about the natural world and the changes made it through human activity. Teachers are a major factor in the success of learning, therefore it is necessary to test the scientific literacy skill  of biology teacher students. This study aims to find out science literacy of biology teacher students and the corellation between of integrated science process skill, and reading comprehension skill of biology teacher students to their scientific literacy skill. The method for this research  used the survey method with correlational studies. The sample of this research is 81 students of biology teacher students of Jakarta State University. The results shows that the scientific literacy of biology education students is destitute. It is shown from the average score of their scientific literacy skill which is 45.58. This study shows that correlation coefficient obtained is 0,457 which means that there is correlation between integrated science process skill with scientific literacy skill. This study also shows that there is correlation between reading comprehension skill with with scientific literacy skill which correlation coefficient obtained is 0,214.

scholarly journals The Development of Set Activity Based Assessment (ABA) to Measure Student Science Process Skill at Physics II

2018 ◽  
Author(s):  
Emi Sulistri ◽  
Sunyoto Eko Nugroho ◽  
Sulhadi
Keyword(s):  
Correlation Coefficient ◽  
Intraclass Correlation Coefficient ◽  
Alternative Assessment ◽  
Intraclass Correlation ◽  
Assessment System ◽  
Average Score ◽  
Empirical Validity ◽  
Process Skill ◽  
Average Percentage ◽  
Science Process Skill

Written Test-based assessment system can not assess the whole of students activity in the lab. The activity in the form of process skill is not measurable, causing practicum lectures goal to develop these skills have not been achived. This development research, which aim to obtain the development Activity Based Assessment (ABA) set which are valid, reliable, practical and effective in order to measure students' science process skill in basic Physics II. Data processing research to test the validity and practicality done by calculated the average scores, reliability done by Alfa Cronbach reliability coefficient and agreement coefficient, while testing of the effectiveness done by Intraclass correlation coefficient (ICC) test and the average percentage. The set of ABA is valid by the validator since the average score of SAP validation is 3, 71; guide practicum book is 3,23; content validation of ABA is 3,39; construct validation of ABA is 3,23 from maximum score is 4,0. The result experiment of ABA shows that the empirical validity of pre-lab instrument is 0.74 (valid), the realibility is 0.77 (quite high), the empirical validity oflab activity instrument is 0.97 (valid), the reliability is 0,83 (high), the empirical validity of lab report instrument is 0.92 (valid), the reliability 0.72 (quite high), the emperical validity oflab presentation instrument is 0.98 (valid), reliability is 0, 7 ( quite high). The result of learning set effectivity after experiment are as follow: (I) the assessment carried out by 8 observer to the ABA instrument have Intraclass correlation coefficient (ICC) value between 0,626 to 0,938 or exceed the consistency standards resulting in a very high consistent category; (2) students' science process skill is increase and place in level III; (3) the score average of student practicum using the ABA is over KKP (i.e. 70). ABA set is stated practical based on the average of positive responses from lecturer and lab assistant that is 97,1% (very good) and student responses is 83% (very good). Based on the result of the analysis and discussion that ABA are valid, reliable, and effective for measuring the student's science process skills. In order to lecturers and lab assistants can use the ABA set as an alternative assessment.

scholarly journals Blended Learning Station-Rotation Model: Does it Impact on Preservice Teachers' Scientific Literacy?

2021 ◽  
Vol 7 (3) ◽  
pp. 317
Author(s):  
Gito Hadiprayitno ◽  
Kusmiyati Kusmiyati ◽  
Ayudya Lestari ◽  
Marheny Lukitasari ◽  
Akhmad Sukri
Keyword(s):  
Preservice Teachers ◽  
Blended Learning ◽  
Scientific Literacy ◽  
Biology Education ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Choice Test ◽  
Research Subjects ◽  
Teacher Students ◽  
Rotation Model

This study aims to test the effectiveness of the blended learning rotation model to improve the scientific literacy skill of prospective teacher students. The design of this study used the Posttest-only design with nonequivalent groups. The research subjects were 76 students majoring in biology education at Universitas Mataram. The research was done to two experimental groups, namely the blended learning station rotation model (BLSRM) and regular learning (RL). The research instrument used a multiple-choice test which refers to the aspects of scientific literacy competence according to PISA. The data analysis technique was carried out descriptively, complete with the Hotelling's T2 test to test the effect of BLSRM on students' scientific literacy skills. The results showed that students' scientific literacy skills were in the very low category (mean BLSRM = 38.50, RL = 34.22) and there was no effect of BLSRM on students' scientific literacy skills (Hotteling Trace = .098 and Sig. = .080). To improve students' scientific literacy skills, BLSRM needs to be combined with other models such as problem-solving model, so it can be an effective strategy in science learning

The effects of instruction on integrated science process skill achievement

1984 ◽  
Vol 21 (3) ◽  
pp. 277-287 ◽  
Author(s):  
Michael J. Padilla ◽  
James R. Okey ◽  
Kathryn Garrard
Keyword(s):  
Integrated Science ◽  
Process Skill ◽  
Science Process Skill

scholarly journals Analysis of Environmental Literacy Skill of Biology Teacher Candidates in Human and Environmental Courses

2021 ◽  
Vol 5 (1) ◽  
pp. 29-40
Author(s):  
Nike Anggraini ◽  
Khoiron Nazip ◽  
Puteri Kusuma Wardhani ◽  
Dian Sri Andriani
Keyword(s):  
Biology Education ◽  
Environmental Literacy ◽  
Environmental Knowledge ◽  
Literacy Skill ◽  
Biology Teacher ◽  
Multiple Choice Questions ◽  
Research Subjects ◽  
Study Program ◽  
Analysis Technique ◽  
Teacher Students

This study examines the environmental literacy abilities of prospective Biology teacher students in the Biology Education Study Program, FKIP Sriwijaya University. The research subjects are Palembang and Indralaya class students who are teaching Human and Environmental Sciences Courses for the 2019/2020 academic year in Semester II. The skills measured in this study are Environmental Knowledge, Environmental Competence and Attitudes towards the environment formulated by the OECD and NAEE. The method used in this research is descriptive quantitative, with research subjects totaling 75 students. The technique of collecting data is through interviews, and surveys using an instrument sheet consisting of 20 multiple choice questions, 20 essays and 20 attitude scales. The data analysis technique used the SPSS 18 program. The test instrument used was modified from the Middle Schools Environment Survey/Instrument (MSELS/I) test questions and adapted to the physical conditions and environmental problems in the city of Palembang. The results showed that the prospective Biology teacher students were in the medium category for the Environmental Knowledge and Competence aspect, and got the high category for Environmental Attitudes.

scholarly journals Correlation of comprehension reading skill and higher-order thinking skill with scientific literacy skill of senior high school biology teacher

Biosfer ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 1-12
Author(s):  
Asih Susiati ◽  
Adisyahputra Adisyahputra ◽  
Mieke Miarsyah
Keyword(s):  
High School ◽  
Scientific Literacy ◽  
Higher Order Thinking ◽  
Reading Skill ◽  
Higher Order ◽  
Senior High School ◽  
Literacy Skill ◽  
High School Biology ◽  
Biology Teacher ◽  
Thinking Skill

The aim of this research was to determine the correlation between comprehension reading skill and higher-order thinking skill with scientific literacy skill for senior high school biology teacher. This research was conducted in Kabupaten Bekasi using 64 senior high school biology teachers as samples. Samples were taken by using Simple Random Sampling. The method used in this research was descriptive quantitative and research hypothesis tested by Pearson Product Moment in α=0,05. The results obtained correlation coefficient value between: comprehension reading skill with scientific literacy skill is 0.280; higher-order thinking skill with scientific literacy skill is 0.252; comprehension reading skill and higher-order thinking skill simultaneously with scientific literacy skill is 0.321. Coefficient of determination test showed that: 7,8% of comprehension reading skill contribute to scientific literacy skill; 6,4% of higher-order thinking skill contribute to scientific literacy skill; 10,3% of comprehension reading skill and higher-order thinking skill contribute to scientific literacy skill. Hope this result research can be a basic reference for further research.  

scholarly journals Enhancement of Science Students’ Process Skills through Implementation of Green Learning Method (GeLem) with Conservation-Based Inquiry Approach

2017 ◽  
Vol 6 (2) ◽  
pp. 237 ◽  
Author(s):  
E. N. Savitri ◽  
I. U. Wusqo ◽  
M. W. Ardhi ◽  
P. D. Putra
Keyword(s):  
Science Learning ◽  
Inquiry Learning ◽  
Learning Method ◽  
Science Students ◽  
Integrated Science ◽  
Process Skill ◽  
Science Process Skill ◽  
Inquiry Approach ◽  
Value Learning ◽  
Academic Year

<p>The inquiry of science teaching aims to encourage the ability to think, work and be scientific and communicate as an important aspect of life skills. Inquiry learning with Green Learning Method (GeLeM) focuses on the ability to think, work and be scientific. The data collection was conducted in the Department of Integrated Science, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Semarang on the course of General Biology, even semester of the academic year 2016/2017. The results show that application of method “GeLeM” can increase the average of cognitive value, learning response and the ability of students’ Science Process Skill (SPS) in science learning especially biology in the material of the diversity of living creatures. Common biology lectures that use the method of Green Learning Method (GeLeM) can be collaborated with instilling conservation horizon on the students. The conclusion of this study is that Green Learning Method (GeLeM) can improve student cognitive result and science process skill in science learning. In addition, students are also able to find the concept that comes from the environment (nature), students can also love and care for the environment as a vehicle for learning.<br /><br /><br /><br /></p>

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