Empowering scientific literacy skills through an integrated SSCS learning model with RQA strategies

Abstract

Understanding science is needed in the context of scientific literacy. Scientific literacy cannot be separated from the role of reading literacy. Literacy is a prerequisite component so that students can have four life competencies namely Creativity, Critical Thinking, Collaboration, and Communication (4C). This research is quasi-experimental research with a pretest and post-test non-equivalent control group design. The population is students from SMP Negeri 9 and 17 with a class VIII sample of 105 students. The instrument for assessing students' scientific literacy skills is in the form of multiple-choice tests and essays prepared to represent indicators of scientific literacy, namely: 1) identifying scientific problems/phenomena, 2) interpreting data and drawing conclusions, 3) understanding science concepts, and 4) applying science concepts to life. Data on students' scientific literacy abilities analyzed using the t-test. using the SPSS ver. 20. The research results obtained show that there is a difference in scientific literacy between the SSCS model treatment group integrated with RQA learning strategies and the conventional model. The SSCS+RQA class experienced an increase of 52.48%. The significant increase changed the scientific literacy category from low to very high. Meanwhile, the RQA control class experienced an increase of 33.89%. This increase was also able to change the scientific literacy category from low to high.