Abstract
Newton's law is the foundation law in physics and has many applications in every day life.This study aims to create a subject-specific pedagogy based on guided inquiry about Newton's law to improve students' scientific literacy The product was developed through four-D method i.e. define, design, develop, dessemination. 20 grade XI IPA students of high school 1 Kerinci were involved as subjects on a limited tryout while 64 students on field tryout which separated into two groups as experimental and control class. Data are collected through product assessment sheet and test of scientific literacy. Data analysis technique using t-test at 0.05 significance level. Findings show that (1) based on expert judgment, the product i.e. subject-specific pedagogy based on guided inquiry about Newon's law was appropriate and feasible to be implemented in the classroom; (2) The product was effective to increase the scientific literacy of the students for there were differences between experiment and control class in gain-value of scientific literacy (p=0.011).Newton's law is the foundation law in physics and has many applications in every day life.This study aims to create a subject-specific pedagogy based on guided inquiry about Newton's law to improve students' scientific literacy The product was developed through four-D method i.e. define, design, develop, dessemination. 20 grade XI IPA students of high school 1 Kerinci were involved as subjects on a limited tryout while 64 students on field tryout which separated into two groups as experimental and control class. Data are collected through product assessment sheet and test of scientific literacy. Data analysis technique using t-test at 0.05 significance level. Findings show that (1) based on expert judgment, the product i.e. subject-specific pedagogy based on guided inquiry about Newon's law was appropriate and feasible to be implemented in the classroom; (2) The product was effective to increase the scientific literacy of the students for there were differences between experiment and control class in gain-value of scientific literacy (p=0.011).
Highlights
Chemistry is a subject taught to people as a part of natural science (Rutherford & Ahlgreen, 1990)
In the practiced learning approach, the process began with contact phase, where there was a presentation of local cultures in the society which are familiar to the students
The sources of the materials were from the observation, articles, TV news, etc
Summary
Chemistry is a subject taught to people as a part of natural science (Rutherford & Ahlgreen, 1990). Literacy of chemistry from formal education is highly demanded (Rahayu, 2017) It means that the students should know and memorize things related to the concepts of chemistry, and understand and implement it in their daily life (Holbrook, 2005; Marks & Eilks, 2009). The problem might be caused by a memory-based learning pattern which has low level of critical thinking challenges and minimum access to applying the memory This condition shows that students’ learning outcome in their senior high or university are not enough to make the literate in chemistry. The result showed that Javanese culture used various concepts of chemistry through generations This initial stage of knowledge is useful for students to understand lectures of chemistry. To motivate other researcher to conduct further researches regarding the development of chemistry based on local wisdom
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