Abstract
This study aims to: 1) develop animation media-based Discovery Learning on the circulatory system material, 2) determine the feasibility of the media-based Discovery Learning on the circulatory system material, and 3) examine the effectiveness of the media in increasing the dimensions of scientific literacy on content dimension in class XI IPA SMA. This type of research is research and development using the ADDIE model as steps for product development. The test instrument is used to measure the content dimension of scientific literacy content. The subjects of this study were high school students of class XI Science with a total of 30 students at Yasiha Gubug by taking purposive sampling. The media is validated by the validator of media experts, material experts, and Biology teachers as a user. The results of media expert' validation concluded that media was valid with a score of 83.19% and material expert judgment obtained a score of 82.77% included a valid category. Test the effectiveness of the product using paired sample t-test with the acquisition of 0,000 <0.05 means that the animation media-based Discovery Learning is significant to the content dimension of scientific literacy. Based on the N-gain test, animation media-based Discovery Learning can also increase the content dimension of scientific literacy of score 52% with enough categories.
Highlights
Introduction21st century since that condition has penetrated all fields including education
The development of globalization supported by technological, it has become a reality in the21st century since that condition has penetrated all fields including education
Based on the data obtained, animated media based on Discovery Learning have been developed using the ADDIE model and are declared feasible to be implemented in learning, especially to increase the dimensions of scientific literacy content
Summary
21st century since that condition has penetrated all fields including education This fact needs to be addressed with the initiation and anticipation in facing global challenges. According to PISA in 2015 and 2018, Indonesian students' scientific literacy is still at level three with a low category (OECD, 2019) Based on this achievement, Indonesia only ranks 70 out of 78 participating countries, or in other words, was in the second-lowest rank of all PISA participating countries (Tohir, 2019). Indonesia only ranks 70 out of 78 participating countries, or in other words, was in the second-lowest rank of all PISA participating countries (Tohir, 2019) This problem should be a serious concern for teachers who have been teaching monotonous material presentation and often neglect students to process their knowledge through direct learning experiences
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