Abstract
The purpose of this study was to develop teaching material to promote student’s scientific literacy through blended teaching material on junior high school. This teaching material was developed using the ADDIE design. Having analysed and designed steps, the online teaching material draft was then validated by five experts and twenty science teachers. Furthermore, the teaching material about the earth's atmosphere implemented to 38 junior high school students. Data collection uses scientific literacy tests, observation, and questionnaires. The analysis of data was carried out descriptive quantitative. The results showed that the teaching material has been valid based on the result of five experts and twenty teachers assessing. The teaching material on earth's atmosphere was able to promote students' scientific literacy in terms of students to identify atmospheric issues in life, make conclusions based on evidence, and understand of the concepts. Students also expressed satisfaction with the content and presentation of teaching material. Keywords: scientific literacy, teaching material, earth’ atmosphere, blended learning DOI: 10.7176/JEP/11-17-05 Publication date: June 30th 2020
Highlights
1.1 Background of the study The essence of natural science is science as knowledge, as process, and as attitude
The results showed that the teaching material has been valid based on the result of five experts and twenty teachers assessing
According to Schroeder et al (2009), scientific literacy has three main elements; the first element relates to good science process skills, so that they can use them in estimating, manipulating, observing, and it relates to skills that become the facts and concepts of basic scientific
Summary
1.1 Background of the study The essence of natural science is science as knowledge, as process, and as attitude. These subjects prioritize the knowledge and give attention to the processes and attitudes of science. This is intended so that junior high students have good scientific literacy. The essential nature of scientific literacy will influence student decisions on personal and community problems (Lederman et al 2013). The last element in the scientific literacy is the understanding of the role of science and technology in social and cultural contexts. A person who has scientific literacy must have the competence to explain natural phenomena, design and evaluate investigations, and interpret data and evidence scientifically (OECD, 2016a)
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