Abstract
This research aims to produce a valid practicum instruction module; the result of student assessments regarding the practicum instruction module; there are good results of students’ scientific process skills; there is an increase in students' scientific literacy; and student responses to the practicum instruction module. This type of research refers to the 4-D model. The research subjects are Even Semester students for the 2020-2021 academic year. The research was carried out at the Biology Education Study Program, Universitas Samudra. The research instrument consisted of validation sheets, observation sheets, test questions, and questionnaires. The data analysis technique in this study consisted of validation data presented in the form of a percentage; student assessment of the practicum instruction module using percentages process skills data analyzed by N-gain score; learning outcomes were analyzed by N-gain score, and; student responses are presented in the form of a percentage. The results of the practicum module validation are categorized as good with a score of 87.5%; The results of student assessment of the practicum instruction module on product trials are categorized as good in terms of indicators of content feasibility, presentation feasibility, and language; The scientific process skills of students before and after conducting product trials of 0.63% are categorized as high; The scientific literacy ability of students is 0.56%, means it has increased; Student response to the practicum Instruction module is positive
Highlights
Project-based learning (PjBL) is a learning model that gives teachers the opportunity to manage learning in the classroom by involving work-based projects (Wena, 2014)
PjBL is defined as a method in which students engage in intellectually challenging tasks and stimulate students to acquire knowledge and skills used to solve complex problems (Movahedzadeh et al, 2012)
This study aims to develop a scientific literacybased Ecology practicum instruction which will be tested so that this research is categorized as development research
Summary
Project-based learning (PjBL) is a learning model that gives teachers the opportunity to manage learning in the classroom by involving work-based projects (Wena, 2014). PjBL is defined as a method in which students engage in intellectually challenging tasks and stimulate students to acquire knowledge and skills used to solve complex problems (Movahedzadeh et al, 2012). December 2021, Volume 7, Special Issue, 104-111 opportunities for teachers to motivate students to develop appropriate strategies, design projects, and conduct investigations in solving real problems they face. Basic science process skills include observing, classifying, measuring, and using numbers, making inferences, predicting, communicating, and using space and time relationships. These skills need to be realized by teachers in science learning and serve as a scaffold for other cognitive skills such as logical thinking, reasoning, and problem-solving skills. Teachers need to be able to implement the learning that promotes students' science process skills. It is important since it will allow teachers to encourage students who may lack the relevant skills (Akani, 2015)
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