Implementation of Blended Learning with A STEM Approach to Improve Student Scientific Literacy Skills During The Covid-19 Pandemic

Hana Lestari,Hadi Dafenta,Ima Rahmawati,Ridwan Siskandar

doi:10.29303/jppipa.v7i2.654

Abstract

The Covid-19 pandemic has a positive impact on the blended learning system, especially the synchronous and asynchronous aspects of online learning. This study aims to obtain information about how to apply the blended learning model with the STEM approach to students' scientific literacy skills during the COVID pandemic. The research method used was pre-experiment with one group pretest-posttest design. This research was conducted at SMAN 1 Bojong Gede, Bogor Regency in the academic year 2020/2021. The research sample used two class X which have been selected as purposive sampling. The instrument used in this study was a student science literacy test containing 20 question items. The data processing technique was carried out descriptively by calculating the mean and percentage of each item to obtain a description of the students' scientific literacy skills, then the data were analyzed inferentially with paired sample t-test using SPSS version 22 software, to see differences in scientific literacy before and after blended learning with the STEM approach. The results showed that in general, the average scientific literacy skills of students from the application of the blended learning model with the STEM approach had an average score of 85.50 in the good category. For students to have a better understanding of scientific literacy, students' understanding of science should be continuously trained through the blended learning model with the STEM approach.

Highlights

Biology learning is learning that provides direct and meaningful learning experiences to develop student competencies to better understand the natural surroundings (Rahmadani et al, 2021)
Program for International Student Assessment (PISA) evaluation data shows that the scientific literacy skills of students in Indonesia are in the low category of the Low International Benchmark (Yuliati, 2017)
The low scientific literacy of students in Indonesia is caused by several factors including The low understanding of students towards the nature of science or Nature of science (NoS) (Lestari & Widodo, 2021); students understand science in terms of theory, students have not been able to apply science concepts in everyday life (Lestari et al, 2019); The low ability of students to read, interpret data in the form of pictures, tables, diagrams, and other forms of presentation; The low ability of students in higher-order thinking such as solving problems, scientific reasoning, critical thinking and creative thinking (Hasasiyah et al, 2019; Sopandi, 2019)

Summary

Introduction

Biology learning is learning that provides direct and meaningful learning experiences to develop student competencies to better understand the natural surroundings (Rahmadani et al, 2021). Concerning learning, biology should be fixated on concepts It provides direct experience in the Scientific literacy is knowledge and understanding of scientific concepts and processes needed to solve problems and draw evidence-based conclusions to understand and make decisions regarding nature and changes made to nature through humans(Komalasari et al, 2019). The low scientific literacy of students in Indonesia is caused by several factors including The low understanding of students towards the nature of science or Nature of science (NoS) (Lestari & Widodo, 2021); students understand science in terms of theory, students have not been able to apply science concepts in everyday life (Lestari et al, 2019); The low ability of students to read, interpret data in the form of pictures, tables, diagrams, and other forms of presentation; The low ability of students in higher-order thinking such as solving problems, scientific reasoning, critical thinking and creative thinking (Hasasiyah et al, 2019; Sopandi, 2019)

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