Analysis of students’ scientific literacy in contextual-flipped classroom learning on acid-base topic

Abstract

This study aims to determine students scientific literacy skills after learning with a contextual-flipped classroom model. In flipped classroom-contextual learning, students study the lesson material through contextual videos outside the classroom, then conduct discussions in class and lab work. This study used a qualitative method with 36 students in class XI at senior high school in Jakarta. Data collection were carried out through scientific literacy tests, observation, interviews, and reflective journal of students. The students’ scientific literacy skills in this study refer to the scientific literacy of PISA. The results showed that 16.7% students had achieved scientific literacy at level 6; 38.9% at level 5; 11.1% at level 4; 27.8% at level 3; 5.6% at level 2 and 1. In addition, the results of the study show that aspects of scientific literacy have also been mastered by students. Mastery of scientific literacy aspects, concerning: aspect of the scientific context is 83.92%, aspect of science knowledge is 84.36%, and aspect of scientific competence is 84.06%. Thus, it can be concluded that acid-base learning with a contextual-flipped classroom model can improve students scientific literacy skills.