Development of INoSIT (Integration Nature of Science in Inquiry with Technology) Learning Models to Improve Science Literacy: A Preliminary studies

Amiruddin Takda,Budi Jadmiko,Erman Erman

doi:10.29303/jppipa.v8i1.957

Amiruddin Takda, Budi Jadmiko + Show 1 more

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https://doi.org/10.29303/jppipa.v8i1.957

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Abstract

Has successfully created the INoSIT learning paradigm to increase students' science literacy competency. This design aims to integrate information and communication technology (ICT) with inquiry and nature of science (NoS) models to teach scientific literacy to junior high school students using a multi-representation method. The BSCS 5E model (Involvement of Biological Science Curriculum Study, Exploration, Explanation, Elaboration, and Evaluation) and the IBL model (Investigation-based learning) have many phases whose implementation requires many processes. So, the INoSIT model is designed to simplify multiple phases or sub-phases. As a result, IBL (inquiry-based learning) is ineffective and inefficient in terms of learning time. It is also challenging to teach scientific literacy of abstract concepts using this method. The study employs a descriptive analysis method in conjunction with a literature review pattern. The INoSIT model with the syntax Eliciting, Hypothesis, Testing Hypothesis, Elucidation, and Reflection was created from the results of the investigation of the weaknesses of the BSCS 5E (Biological Science Curriculum Study Engagement, Exploration, Explanation, Elaboration, and Evaluation) and the IBL (Inquiry-based learning) models. To construct students' knowledge of literacy and the study is anticipated to contribute to creativity, originality, and the development of a proclivity for inquiry and research

Highlights

Many scientists have improved students' understanding of Nature of Science and scientific inquiry through science education reform (NRC, 1996; Lederman, 2013)
The INoSIT model proposed in this study focuses on the primary goal of teaching science to train science literacy for junior high school students, which requires students to participate in inquiry activities by conducting investigative activities with the help of science KIT equipment for concrete concepts and abstract concepts with the help of technology in the form of interactive simulations for abstract ideas
This study aims as a preliminary study in the study of the development of the INoSIT learning model

Summary

Introduction

Many scientists have improved students' understanding of Nature of Science and scientific inquiry through science education reform (NRC, 1996; Lederman, 2013). According to the PISA 2015 Framework, it is possible to measure students' scientific literacy skills in three ways: (1) knowledge, (2) competencies, and (3) attitudes It comprises an evaluation of content knowledge, (ii) an assessment of procedural knowledge, and (iii) an assessment of epistemic knowledge in the knowledge component. According to the PISA survey findings, Indonesian students continue to have an insufficient level of scientific literacy, which is still at level 1 with a range of 335 409 points Their scientific understanding is still restricted, and they can only apply what they know in a few instances. Students have a level 1 of scientific literacy, which means they can only offer simple scientific explanations and follow the evidence supplied directly (OECD, 2009) It indicates that Indonesian students' average scientific literacy capacity at the age of 15 has only achieved the ability to recognize fundamental facts. They have not communicated or linked their abilities to diverse scientific topics, let alone apply complex and abstract concepts

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