Development of Discovery Learning and Ethnoscience-Based Learning Tools Integrated With Digital Media to Improve the Science Literacy of Elementary School Students

Science literacy skills are essential in 21st century learning because they allow individuals to effectively communicate knowledge and research results to the public. This research aims to develop a feasible, practical, and effective digital picture book in improving the science literacy skills of elementary school students. The research method used is research and development (R&D) with the ADDIE model which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The subject of the study is fourth grade students. Data collection techniques are carried out through interviews, product validation questionnaires, student response questionnaires, and science literacy ability tests. The data analysis used is quantitative descriptive. Product validation is carried out by material experts, media experts, linguists, and practitioners (teachers). The validation results show that the developed digital picture storybook is included in the very feasible category. From the results of one-to-one and small group trials, digital picture storybooks are categorized as very practical to use. Meanwhile, from the results of the field test, students' science literacy skills have increased with a moderate N-Gain level. Therefore, it can be concluded that the development of this digital picture story book has produced a digital picture book that is feasible, practical, and has a positive impact on improving the science literacy skills of elementary school students.

Objective: This research aims to determine the use of connected learning cycle (CLC) to practice scientific literacy skills and argumentation skills. Theoretical Framework: Connected learning cycle is a learning strategy using a connected curricular model combined with the 5E learning cycle. There is a relationship between scientific literacy skills and argumentation. Argumentation skills can be improved with literacy skills. Method: This study used a single group pretest post-test research design. The tools and instruments used to collect data have been validated by five experts and received a very valid assessment in the content and construct aspects. The research instruments include scientific literacy and argumentation skills test questions, student activity observation sheets, and student response questionnaires. The analysis used includes learning completeness, in this case completeness in scientific literacy skills, argumentation skills, the n-gain score to see the development of learning outcomes. The Chi square test, and the Fisher test looked at the relationship between scientific literacy and argumentation skills. Results and Discussion: Connected Learning Cycle (CLC) method is effective for training scientific literacy and argumentation skills. Research Implications: Remembering literacy and argumentation skills is the basis for developing other thinking skills, it is hoped that the results of this research can be used as an alternative effort to train scientific literacy skills and argumentation skills. Originality/Value: The Connected Learning Cycle (CLC) method used was a combination of connected curricular model combined with the 5E learning cycle as alternative effort to train scientific literacy skills and argumentation skills.

Students’ scientific literacy skills assist them in analyzing and evaluating each scientific subject. It is predicted that scientific literacy skills will also help students improve their communication abilities. Finally, it is envisaged that scientific literacy and communication skills will help to increase creative thinking concurrently. This study evaluated the correlation between scientific literacy and communication skills in developing creative thinking skills using the Remap-STAD learning model. The study was quasi-experimental since it employed a non-equivalent pretest-post-test control group design and included 79 eleventh grade students from the Natural Sciences department at SMAN 4 Malang during the 2019/2020 academic year. The participants were divided into three groups. An essay test assessed scientific literacy and creative thinking skills, while communication skills were assessed using an assessment rubric. Multiple regression analysis was used to analyze the data. The findings indicated that (1) there was a significant correlation between scientific literacy skills and creative thinking skills; (2) there was a significant correlation between communication skills and creative thinking skills; and (3) there was a significant correlation between scientific literacy skills and communication skills, which had a dynamic effect on creative thinking abilities. The regression equation that shows the correlation between scientific literacy skills, communication skills, and creative thinking skills is Y = 0,224*X1 + 0.998*X2 + 21,740. Based on the findings, it can be concluded that Remap-STAD can be utilized to improve students’ scientific literacy, communication, and creative thinking skills, all of which are demonstrated to be connected.

This research was motivated by students' low scientific literacy skills and learning that only used textbooks. It is hoped that STEAM-based student worksheets can be an alternative to improving students' scientific literacy skills. This research aims to analyze student worksheets that are valid, practical, and effective for enhancing students' scientific literacy skills. Research and development (R&D) research on the ADDIE (Analyze, Design, Develop, Implementation, Evaluation) development model. The research subjects were determined by simple random sampling of 62 fifth-grade elementary school students and 2 class teachers. Data was collected using valid and reliable interviews, questionnaires, and tested methods. Product validation test results show that Aiken's overall validity index is 0.802, which belongs to the very effective category. Valid STEAM-based student worksheets that integrate various scientific disciplines, namely science, technology, engineering, art, and mathematics, contextually in one complete learning approach. Practicality is measured through STEAM-based learning, with an average implementation value of 4.91 teacher responses and 4.88 student responses in the practical category, implying that all learning activities can be completed effectively within the allotted time. The paired t-test for scientific literacy achievement produced a significance value of 0.020 < 0.05 with Sig. t-tail, meaning Ho is rejected. Based on the research results, the STEAM-based science worksheet developed is valid, practical, and effective in improving the scientific literacy skills of elementary school students.

Science literacy and communication skills are needed by elementary school students in the 21st century. Scientific literacy is one of the important indicators in assessing students' readiness to face the complex challenges of modern life. This literacy includes an understanding of scientific principles, critical thinking skills, and decision-making skills based on scientific evidence. On the other hand, scientific communication skills are also very necessary so that students are able to convey scientific ideas clearly and logically, both verbally and in writing. This study aims to analyze how science literacy and communication skills can be improved the development of read, explore, and application (REA) learning model based on ethnoscience. This study aims to increase science literacy and communication skills through an ethnoscience-based Read, Explore, Application (REA) model via a quantitative experimental design with posttest groups, which are divided into 2 groups (experimental group (N=57) and control group (N=57)). The sample included elementary school students from Lamongan Regency who were selected through purposive sampling. Two groups are formed: the experimental group using the REA model and the control group with conventional methods. The data were analyzed via SPSS 26, which includes sample characteristics, descriptive statistics, normality tests, homogeneity tests, and Mann‒Whitney U tests. This research revealed that there was a significant difference in scientific literacy and communication skills between the experimental group and the control group, with a Sig value (P value) < 0.05 specifically, for science literacy skills, the Sig value was 0.000 < 0.05, and for communication skills, the Sig value was also 0.000 < 0.05. The development of the Read, Explore, and Application (REA) learning model based on ethnoscience has been proven to improve the scientific literacy and communication skills of elementary school students.

This study aims to measure students' scientific literacy and collaboration skills. The method used was survey research on 267 high school students in Jakarta. The instrument in this study was a scientific literacy test of 40 multiple-choice PISA items developed by Moore and Foy (1997) and a non-test instrument in a rubric observation sheet to measure students' collaboration skills. The results show that students' scientific literacy is at a moderate level. Of 27 students, there are 3% of students with very high scientific literacy skills, 7% of students with high scientific literacy skills, 64% of students with moderate scientific literacy skills, 11% of students with low scientific literacy skills, and 15% of students with very low scientific literacy skills. The research concludes that scientific literacy is a skill that students must possess. Scientific literacy and collaboration skills are needed to face the demands of 21st-century learning with the rapid development of technology and knowledge.

Based on previous researches, it was known that deciding a proper learning strategy is crucially needed to foster students’ 21st century skill through learning activities. This research is a classroom action research with two cycles and uses Lesson Study approach. This research aims to understand the implementation of PBL combined with TPS in enhancing students’ scientific literacy and communication skill. In this research there were one model teacher, four observers and twelve students as subjects. The first cycle was conducted in March 6th 2018 while the second cycle was done in April 4th 2018. Instruments used in this research are observation sheet for observers, worksheet with scoring rubric to measure students’ scientific literacy skill and students’ learning experience questionaire for students using Likert scale. The results show that students’ scientific literacy skill is increased from 50% in cycle 1 into 79% in cycle 2. Students’ communication skill is also increased from 54% in cycle 1 into 70% in cycle 2. Results from observers show that PBL combined with TPS enhances student’ learning activities and communication skills in class. It can be concluded that the implementation of PBL combined with TPS enhances students’ scientific literacy and communication skill.

This study aims to determine how the influence of the POGIL model on the ability of the science process and scientific literacy of students, in addition to knowing how the MFI model affects science process skills and scientific literacy of students and the comparison of POGIL and MFI models on science process skills and scientific literacy of Lhokseumawe City Junior High School students. This research uses an approach to quantitative research. The population of this research is the seventh-grade students of SMP in Lhokseumawe city. The research sample taken is SMPN students Arun, SMPN 1 Lhokseumawe, and SMPN 2 Lhokseumawe every 3 schools that consist of 2 experimental classes (POGIL and MFI models) and 1 control class (conventional) with a total of 9 classes. The research instrument used is a test question for knowing students' literacy skills, practicum guide sheets, and observation sheets to determine students' science process skills. In the class with the POGIL model, the average value of scientific literacy ability is 32.27, and science process skills are 81.32. In class with the MFI model, the average value of science literacy skills is 26.84, and process skills science 88.71. While the control class has an average value of scientific literacy ability of 12.77 and science process skills of 68.54. Based on Test Test output Statistics data of students' scientific literacy and science process skills are known as the value of asymp. Sig. (2-tailed) of 0.00 < 0.05, it can be concluded that the POGIL model has a significant effect on students' scientific literacy and science process skills. The results for the MFI class scores of students' scientific literacy skills and science process skills, because of the Asymp value. Sig. (0.000) < (0.05) so that learning with the MFI model affects the scientific literacy ability and science process skills of students. Classes taught with POGIL and MFI models with Asymp grades. Sig. (0.099 > (0.05) means that there is no significant difference in students' scientific literacy skills between students who are taught with the POGIL model and students who are taught with the MFI model but there is a significant difference in science process skills of students with POGIL and MFI models, where the MFI model students' science process skills higher than the POGIL model

Objective: Able to face global challenges. One approach that has garnered attention is problem-based learning, considered capable of enhancing students' scientific literacy. This article aims to design and analyze the improvement of scientific literacy through problem-based learning methods. Method: The method employed in this research is a literature review. Results: The analysis revealed that PBL significantly improves students' scientific literacy skills. N-Gain values indicated moderate to high gains, and t-test results showed significance values below 0.05, confirming a substantial increase in scientific literacy after PBL implementation. Novelty: This article provides a comprehensive evaluation of Problem-Based Learning (PBL) in enhancing scientific literacy. Analyzing 15 selected studies, it shows significant improvements in students' scientific literacy skills, supported by N-Gain values and t-test results. The review highlights PBL's effectiveness, including the integration of technology, and offers robust evidence of its positive impact on students' ability to understand and apply scientific information, thus enriching the literature on effective teaching strategies.

Scientific literacy includes students' ability to understand scientific concepts, apply that knowledge to solve problems and make decisions based on scientific information. Meanwhile, critical thinking skills involve analysing, evaluating, and synthesising information logically. This study aims to analyse scientific literacy skills, critical thinking skills, and the relationship between the two in elementary school students. The research method used is a quantitative approach with a correlational type. The population in the study involved 68 students of grade V MI Muhammadiyah Trangsan, so a sample of 58 students was obtained using the Slovin formula. The sampling technique used was simple random sampling. Data were collected through essay tests of scientific literacy and critical thinking skills on the water cycle material. The results showed an average value of scientific literacy of 62.71, which is in the moderate category; an average value of critical thinking skills of 71.93, which is in the moderate category; and a correlation coefficient value of 0.617, which indicates a fairly strong positive relationship. This result means that the higher the students' scientific literacy skills, the better their critical thinking skills. A simple linear regression test shows R2 = 0.381, meaning that scientific literacy factors influence 33.8% of critical thinking skills, while other factors influence the remaining 66.2%. This finding indicates the importance of strengthening scientific literacy in learning to improve students' critical thinking skills.

This study investigates the impact of utilizing the digital library Wikipedia on high school students’ scientific literacy skills in biology. This research used a quasi-experiment design with a one-group pre-test and post-test method, conducted in a high school in Bandung, Indonesia. The participants consisted of 60 tenth-grade students. The research instrument consisted of 24 multiple-choice questions designed to assess nine scientific literacy indicators, including the ability to describe phenomena scientifically, design and evaluate scientific investigations, and interpret data and evidence scientifically. Each question was scored dichotomously, with the correct answer receiving a score of 1 and incorrect answers assigned a score of 0. Pre-test and post-test scores were analyzed using the Rasch model through Winsteps Version 3.73. Based on data analysis, the items fit with the Rasch model because the infit and outfit MNSQ is 1.0 and the residual item of unexplained variance is 2.3% to 9.8%. The reliability of the items shows an item value of 0.97, which is classified as excellent. The indicators considered the most difficult before being treated were identifying accurate scientific ideas, distinguishing between types of sources, and evaluating literature source validity after the treatment. There was a significant improvement in students’ scientific literacy skills after utilizing the digital library, Wikipedia. The findings provide valuable insights into the effectiveness of integrating digital media into biology courses, highlighting the potential of Wikipedia as a digital reference source for enhancing students’ scientific literacy in high school settings.

This study aims to analyze the effect of Wordwall game media on elementary school students' scientific literacy skills. This study was conducted using an experimental method involving two groups: an experimental group using Wordwall media and a control group using conventional learning methods. Data was collected through pre-tests and post-tests designed to measure students' scientific literacy skills before and after treatment. The analysis showed that the experimental group's average pre-test score was 57.8, while the control group was 56.0. After treatment, the average post-test score of the experimental group increased to 80.2, while the control group only reached 76.6. Statistical analysis using the t-test showed a significant difference between the two groups (p <0.05), indicating that Wordwall media improved scientific literacy skills. The sample of this study consisted of elementary school students taken from two different classes, with each group consisting of 20 students. The results showed that using Wordwall game media significantly improved students' scientific literacy skills compared to conventional methods. Thus, Wordwall Press can be an alternative and innovative way to improve elementary school students' scientific literacy. This study's results indicate a significant difference between students' scientific literacy abilities before and after treatment. This study also revealed that using Wordwall improves the understanding of scientific concepts and motivates students to be more active in learning.

Abstract: This study aims to identify the level of effectiveness of the application of the RC4 learning model on students' scientific literacy skills in science learning at junior high school. The participants involved in the present research consisted of 30 students from 7B class at SMP Negeri 1 Jember, East Java, Indonesia. The current research employed One Group with Pre-Test and Post-Test Research Design. Two trial sessions on Environmental Pollution and the Solar System material were administered. Data obtained from students' scientific literacy tests were analyzed using the Normalize Gain (N-Gain) formulation. The average N-Gain value in the small group trial showed a result of 0.53 and in the large group trial, it showed a result of 0.54. It can be concluded that the level of effectiveness of applying the RC4 learning model to students' scientific literacy skills was in the moderate category. Keywords: Scientific literacy, learning model, natural science, junior high school. Abstrak: Penelitian ini bertujuan mengidentifikasi tingkat keefektifan penerapan RC4 terhadap kemampuan literasi sains siswa pada pembelajaran IPA di SMP. Subjek pada penelitian ini terdiri dari 30 orang siswa kelas 7B di SMP Negeri 1 Jember, Jawa Timur, Indonesia. Desain penelitian yang digunakan adalah One Group with Pre-Test and Post-Test Research Design, dengan dua sesi uji coba pada materi Pencemaran Lingkungan dan Sistem Tata Surya. Kemudian data hasil literasi sains siswa dianalisis menggunakan formulasi Normalize Gain (N-Gain). Nilai rerata N-Gain pada uji coba kelompok kecil menunjukkan nilai sebesar 0,53 dan pada uji coba kelompok besar menunjukkan nilai sebesar 0.54. Kesimpulan hasil penelitian menunjukkan bahwa tingkat keefektifan penerapan model pembelajaran RC4 terhadap kemampuan literasi sains siswa termasuk dalam kategori keefektifan sedang. Keywords: literasi sains, model pembelajaran, ipa, sekolah menengah pertama.

This study aims to analyze the increase in students' scientific literacy by implementation of case method learning. This is a quasi-experimental research using a one group pretest-posttest design. The research sample is the first semester students of the Chemistry Education Department at Universitas Samudra in the odd semester of the 2022/2023 academic year. This research consists of four stages, namely material analysis, development of tools and instruments, implementation, and data analysis. The scientific literacy test instrument was used to measure students' scientific literacy. Students' scientific literacy skills are presented according to content, science process, and context aspects. The increase in students' scientific literacy skills was analyzed based on the N-gain and paired sample t test. The results of the study found that students' scientific literacy skills in all content, science process, and contexts, were higher in the posttest than the pretest except for content energy that accompanies changes in material and context of natural resources. The average scientific literacy ability of students at the posttest (74.33) was higher than at the pretest (57.08). The N-gain value of 0.40 indicates an increase in students' scientific literacy skills with implementation of case method learning in the medium category. Analysis with paired sample t test indicates a significant difference in the pretest and posttest scores. Thus, it can be concluded that case method learning can improve students' scientific literacy skills in the three domains of scientific literacy.

This research is a Research and Development (R&D) study that uses the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The purpose of this study is to develop a STEM-based physics learning module and test its validity, practicality and effectiveness in improving students' scientific literacy skills. Validation was conducted by three experts who assessed the module and the science literacy test. Ten physics teachers assessed the module's practicality. The effectiveness test was conducted using a quasi-experimental design with a posttest only control group design model in two classes, namely the experimental class (32 students) and the control class (31 students), both from SMAN 13 Takalar. The instruments used in this study were the validation sheet of the STEM-based physics learning module, the practicality sheet, and the validated students' scientific literacy ability test. The research findings revealed that the module was valid and suitable for use with a validity score of 0.80; teacher responses indicated that the module was very practical with an average score of 93.8%; and the t-test results showed that the average posttest score of the experimental class students was significantly higher than the control class, with a t-count value = 4.54 greater than t-table = 1.77 at a significance level of 5%. Based on these results, the STEM-based physics learning module is considered valid, highly practical, and effective in improving students' scientific literacy skills.