scholarly journals Improving Students' Scientific Literacy: Learning Studies Using Science Teaching Materials on Circulatory System Materials

2021 ◽  
Vol 9 (1) ◽  
pp. 57
Author(s):  
Karimah Karimah ◽  
A. Wahab Jufri ◽  
Agus Ramdani
Keyword(s):  
Science Teaching ◽  
Scientific Literacy ◽  
Modern Society ◽  
Lesson Plans ◽  
Health Economy ◽  
Average Score ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Validation Data ◽  
Integrated Science

Scientific literacy is very important in determining the quality of education in a country. The importance of scientific literacy for students because it can invite students to understand the environment, health, economy and many other problems facing modern society. This study aim to develop an integrated science teaching material with guided inquiry model that appropriate to improve students' scientific literacy. This research is a development research using the Dick & Carey model. In addition to developing science teaching materials, this research also develops syllabus, lesson plans, and scientific literacy instruments. This research was conducted in one of the NW MTs in West Lombok Regency. The validation of learning products was carried out by three validators, media experts and material experts. Expert validation data analysis was carried out using the Pearson validation formula. The results of the feasibility study of integrated science teaching materials using guided inquiry models obtained an average value of 94% with very valid criteria. The syllabus got an average score of 87%, lesson plans got an average score of 92%, and the scientific literacy instrument got an average score of 82%. In conclusion, the product of integrated science teaching materials with guided inquiry models is feasible to be implemented in learning process.

scholarly journals Validity of teaching materials for environmentally friendly technology products using STEM-based guided inquiry to improve students’ scientific literacy competence

2021 ◽  
Vol 2104 (1) ◽  
pp. 012019
Author(s):  
Syahmani ◽  
M Kusasi ◽  
I Najmiati
Keyword(s):  
Science Teaching ◽  
Junior High School ◽  
Scientific Literacy ◽  
Formative Evaluation ◽  
Field Tests ◽  
Environmentally Friendly ◽  
High School Science ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Integrated Science

Abstract Students’ scientific literacy skills need to be improved because students in the 5.0 society era must have various skills. The availability of relevant student books has limitations in presenting the material. In overcoming this problem, science teaching materials that contain the scientific literacy referred to the 21st-century situation are needed. Therefore, research was conducted on developing integrated science teaching materials with STEM-based Guided Inquiry (STEM-based GI) to improve students’ scientific literacy competence. This study aims to determine the validity of teaching materials (integrated science modules, lesson plans, and learning outcomes tests) for STEM-based GI on the topic of Environmentally Friendly Technology (EFT) products to improve students’ scientific literacy competence. The research and development procedure used was the formative evaluation model. This research procedure was divided into three stages: self-evaluation, prototyping, and evaluation of field tests. However, this research only reached the stage of expert validation (prototyping). The results showed that the average value of the three validators was 94.33% which was included in the very valid category. The coefficient of agreement between validators was (R) 87.10%, included in the high category. Therefore, the resulting teaching material was valid and improved scientific literacy in junior high school science learning.

scholarly journals Analisis Effect Size Pengaruh Bahan Ajar IPA Bermuatan Literasi Sains Terhadap Hasil Belajar Siswa SMP/MTs

2021 ◽  
Vol 5 (2) ◽  
pp. 125-137
Author(s):  
Silvia Agustin* ◽  
Asrizal Asrizal ◽  
Festiyed Festiyed
Keyword(s):  
Science Teaching ◽  
Learning Outcomes ◽  
Effect Size ◽  
Scientific Literacy ◽  
Literacy Skills ◽  
Size Analysis ◽  
Analysis Method ◽  
Teaching Materials ◽  
Integrated Science ◽  
Viii Level

The 21st century is the century where science literacy into focus on science education or science. The results of the test PISA the year 2018 showed that the literacy skills of students in Indonesia are still low. The average scientific literacy of Indonesian students is 396 and still below the score specified by the OECD 489. Compared to other countries, Indonesia ranked no 9 from the bottom to the aspects of assessment science. The purpose of this study was to determine the magnitude of the influence of the teaching materials of integrated IPA learning outcomes and the improvement of scientific literacy of students in SMP/MTs. This study used the effect size analysis method that studied 20 articles. Based on the results of the research that has been done can be known as 1) the use of integrated science teaching materials with literacy has a significant effect on the aspects of the theme, especially on the theme of motion in everyday life with an effect size of 4,41 in the high category, 2) the use of integrated science teaching materials with literacy has a more effective effect on Grade VIII level aspects with an effect size of 1.80 high categories, and 3) integrated science teaching materials with literacy have a significant effect on aspects of learning outcomes, especially knowledge aspects with an effect size of 1.80 high categories

scholarly journals SETS Based Science Teaching Materials with Guided Inquiry Learning Model to Improve Learning Outcomes in Optical Geometry Materials

2020 ◽  
Vol 7 (6) ◽  
pp. 10
Author(s):  
Pandu Prasojo ◽  
Tjipto Prastowo ◽  
Muslimin Ibrahim
Keyword(s):  
Science Teaching ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Cognitive Learning Outcomes

This study aims to analyze the effectiveness of SETS based science teaching materials with guided inquiry learning model to improve the students' cognitive learning outcomes. This research was conducted by using learning cycles. The teaching materials developed were tested in class VIII MTs Bilingual Muslimat NU Pucang Sidoarjo semester even 2018/2019 academic year with the design of one group pretest-posttest design. Teaching materials developed include: (a) syllabus (b) Lesson Plan, (c) student books, (d) Worksheet, and (e) Learning Outcomes Assessment Sheet. The research parameters measured were the effectiveness of learning materials. The research data was obtained through validation, observation and test methods. The results of the study were analyzed descriptively quantitatively and qualitatively. Science literacy abilities of students are analyzed by n-gain. The results showed that (a) the learning devices developed were categorized as very valid, (b) the learning activities were carried out very well, (c) moderate scientific literacy skills. Based on the results of the analysis and discussion, it was concluded that the science learning device guided inquiry model that was developed valid, practical, and effective was used to increasing students' cognitive learning outcomes.

scholarly journals Pengembangan Bahan Ajar IPA Berbasis Inkuiri Terbimbing untuk Meningkatkan Literasi Sains

2019 ◽  
Vol 5 (2) ◽  
pp. 219
Author(s):  
Baiq Sri Komalasari ◽  
A Wahab Jufri ◽  
Didik Santoso
Keyword(s):  
Science Teaching ◽  
Scientific Literacy ◽  
Large Scale ◽  
Response Analysis ◽  
Inquiry Science ◽  
Learning Tools ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Questionnaire Response ◽  
Average Value

Abstract: The purpose of this study is to produce a product in the form of science teaching materials that can improve the scientific literacy of students. This research is included in research and development of education which is a method for producing certain products and testing the effectiveness of these products. The product developed was validated by experts consisting of 3 people. Learning tools that are validated are syllabus, lesson plans, and scientific literacy instruments. The results of the study show that the learning device in the form of syllabus shows an average of 3.9 (78%) in the appropriate category, the Learning Implementation Plan (RPP) shows an average of 3.9 (78%) in the feasible category, and the items show the average value is 4.1 (82%) in the feasible category. Thus, inquiry-based science teaching materials developed in appropriate categories can be applied in learning. The results of the questionnaire response analysis of students showed that students' responses were very good for teaching materials because 77.8% of students were fluent that guided inquiry-based teaching material was interesting. In a large-scale trial, the N-gain value obtained in the experimental class was 70.74 with high criteria. Keywords: Science Teaching Materials; Guided Inquiry; Science Literacy

scholarly journals Pengembangan Media Pembelajaran Berbasis Android pada Masa Pandemi Covid-19 untuk Meningkatkan Literasi Sains Peserta Didik

2020 ◽  
Vol 6 (3) ◽  
pp. 433
Author(s):  
Agus Ramdani ◽  
A. Wahab Jufri ◽  
Jamaluddin Jamaluddin
Keyword(s):  
Feasibility Study ◽  
Scientific Literacy ◽  
Lesson Plans ◽  
Junior High Schools ◽  
Average Score ◽  
Validation Data ◽  
The Media ◽  
The City ◽  
D Model ◽  
Science Material

This study aims to develop a feasible Android-based learning media to increase students' scientific literacy. This research uses the Four D model procedure. In addition to developing android-based media, this research also develops syllabus, lesson plans, and scientific literacy instruments. This research was conducted at one of the junior high schools in the city of Mataram. Validation of Android-based learning media was carried out by three validators of media experts and material experts. Expert validation data analysis was performed using the Pearson validation formula. The results of the feasibility study for Android-based learning products showed the validity of 84% with very valid criteria. The results of the media feasibility study obtained an average score of 88%, the syllabus obtained an average score of 83%, lesson plans obtained an average score of 82%, and the scientific literacy instrument obtained an average score of 83%. In conclusion, Android-based media products on natural science material can be implemented in learning, especially during the Covid-19 pandemic.

scholarly journals Ideas, politics and practices of integrated science teaching in the global Cold War

BJHS Themes ◽  
2018 ◽  
Vol 3 ◽  
pp. 167-189
Author(s):  
KRISTIAN H. NIELSEN
Keyword(s):  
Science Education ◽  
Cold War ◽  
Science Teaching ◽  
Modern Society ◽  
The United States ◽  
Integrated Science ◽  
Interest In Science ◽  
Scientific Disciplines ◽  
The Cold War ◽  
Curriculum Reforms

AbstractDuring the Cold War, UNESCO played a major role in promoting science education across the world. UNESCO's Programme in Integrated Science Teaching, launched in 1969, placed science education at the heart of socio-economic development in all nations. The programme planners emphasized the role of science education in the development of human resources necessary to build a modern nation state, seeking to build a scientific and engineering mindset in children. UNESCO's interest in science education drew inspiration from early Cold War curriculum reforms in the United States, where scientists, psychologists and teachers promoted science education as a way to enhance the scientific and technical workforce and to counteract irrational tendencies. While US curriculum reformers were concerned about the quantity and quality of science teaching in secondary school, UNESCO wanted to introduce science as a topic in primary, secondary and vocational schools, promoting integrated science teaching as the best way to do this. From the outset, the term ‘integrated’ meant different things to different people. It not only entailed less focus on scientific disciplines and scientific method strictly defined, but also more on teaching children how to adopt a curious, experimental and engineering approach in life. By the end of the Cold War, UNESCO abandoned the idea of integrated science teaching, but it has a lasting legacy in terms of placing ways of teaching science to children at the heart of modern society.

scholarly journals A Development Assistance of Integrated Science Instructional Material by Integrating Real World Context and Scientific Literacy on Science Teachers

2018 ◽  
Vol 1 (02) ◽  
pp. 113
Author(s):  
Asrizal Asrizal ◽  
Wahyuni Satria Dewi
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Real World ◽  
Scientific Literacy ◽  
Instructional Material ◽  
Teaching Material ◽  
Integrated Science ◽  
Average Value ◽  
Assessment Sheet ◽  
Understanding Of Science

Science teaching in junior high schools should be conducted in integrated form. However, the real condition shows that in implementing integrated science teaching in the schools, there were several problems. The solution of this problem is to develop integrated science teaching materials by integrating real-world context and scientific literacy on Science teachers in East Agam district. The objective of the activity is to assist science teachers in developing integrated science teaching material and apply it in science teaching in the classroom. Participants of program assistance were 40 science teachers who were members of the Science MGMP in East Agam district. The instrument for collecting data consisted of pretest and posttest, performance assessment sheet, and questionnaire sheet of science teachers response. The data were analyzed by descriptive statistics analysis and correlated comparison test. Based on the results of data analysis can be stated that: 1). In implementing the program assistance, there are 32 products produced in integrated science worksheet form, 2). The average value of the science teacher's response to the implementation of program assistance for the development of integrated science teaching material can be classified into good category, and 3). The implementation of the program assistance for the development of integrated science teaching material is effective to improve the understanding of science teachers on the material of instructional material, the concept of integrated science learning, and the concept of scientific literacy.

scholarly journals Pengembangan Digital Flipbook untuk Menfasilitasi Kebutuhan Belajar Multiple Representation pada Materi Sel Volta

2020 ◽  
Vol 8 (2) ◽  
pp. 107
Author(s):  
Nur Candra Eka Setiawan ◽  
I Wayan Dasna ◽  
Muhammad Muchson
Keyword(s):  
High School ◽  
Average Score ◽  
Guided Inquiry ◽  
Learning Models ◽  
Teaching Materials ◽  
Multiple Representation ◽  
Materials Development ◽  
Asking Questions ◽  
Materials Used ◽  
Voltaic Cell

The voltaic cell teaching materials used in high school are still in the form of textbooks that do not present multiple representations of chemistry, namely the macroscopic, submicroscopic, and symbolic levels. The three levels of chemical representation can be visualized using flipbook teaching materials so that students are expected to understand the voltaic cell material. Teaching materials are used to support the learning process. Current learning still uses conventional learning models that only focus on teachers. Constructivist-based active learning is needed because it involves students so that learning is more meaningful. One of the constructivist learning models is the guided inquiry learning model which includes observing, asking questions, compiling hypotheses, gathering information, testing hypotheses, and concluding. The purpose.of this development.is to.produce a proper guided inquiry-based flipbook teaching material. The flipbook teaching.materials were developed.using the Four-D model (define, .design, .develop,and.disseminate) but the disseminated stage was not carried out. Media and material validation was carried out by five chemistry lecturers. The legibility test was carried out by 50 high school alumni with a specialization in Science. The assessment uses a Likert scale accompanied by comments, suggestions from the validator, and audience. The data obtained from the analysis questionnaire to determine the feasibility level of the product using the percentage technique. The validation of the flipbook teaching materials development product in terms of material obtained an average score of 85.4%, validation in terms of media.obtained.an.average percentage of 85.5%, while the readability test results obtained.an.average.percentage of 87%. Based on the results.of material validation, media, and legibility tests, it can be concluded that the flipbook teaching materials guided inquiry-based voltaic cells are very suitable as a learning resource.

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