Scientific Critical Thinking Model to Improve Scientific Literacy and Self-Regulation Skills in Buffer Solution Learning

Students’ scientific literacy skills assist them in analyzing and evaluating each scientific subject. It is predicted that scientific literacy skills will also help students improve their communication abilities. Finally, it is envisaged that scientific literacy and communication skills will help to increase creative thinking concurrently. This study evaluated the correlation between scientific literacy and communication skills in developing creative thinking skills using the Remap-STAD learning model. The study was quasi-experimental since it employed a non-equivalent pretest-post-test control group design and included 79 eleventh grade students from the Natural Sciences department at SMAN 4 Malang during the 2019/2020 academic year. The participants were divided into three groups. An essay test assessed scientific literacy and creative thinking skills, while communication skills were assessed using an assessment rubric. Multiple regression analysis was used to analyze the data. The findings indicated that (1) there was a significant correlation between scientific literacy skills and creative thinking skills; (2) there was a significant correlation between communication skills and creative thinking skills; and (3) there was a significant correlation between scientific literacy skills and communication skills, which had a dynamic effect on creative thinking abilities. The regression equation that shows the correlation between scientific literacy skills, communication skills, and creative thinking skills is Y = 0,224*X1 + 0.998*X2 + 21,740. Based on the findings, it can be concluded that Remap-STAD can be utilized to improve students’ scientific literacy, communication, and creative thinking skills, all of which are demonstrated to be connected.

This study aims to determine how the influence of the POGIL model on the ability of the science process and scientific literacy of students, in addition to knowing how the MFI model affects science process skills and scientific literacy of students and the comparison of POGIL and MFI models on science process skills and scientific literacy of Lhokseumawe City Junior High School students. This research uses an approach to quantitative research. The population of this research is the seventh-grade students of SMP in Lhokseumawe city. The research sample taken is SMPN students Arun, SMPN 1 Lhokseumawe, and SMPN 2 Lhokseumawe every 3 schools that consist of 2 experimental classes (POGIL and MFI models) and 1 control class (conventional) with a total of 9 classes. The research instrument used is a test question for knowing students' literacy skills, practicum guide sheets, and observation sheets to determine students' science process skills. In the class with the POGIL model, the average value of scientific literacy ability is 32.27, and science process skills are 81.32. In class with the MFI model, the average value of science literacy skills is 26.84, and process skills science 88.71. While the control class has an average value of scientific literacy ability of 12.77 and science process skills of 68.54. Based on Test Test output Statistics data of students' scientific literacy and science process skills are known as the value of asymp. Sig. (2-tailed) of 0.00 < 0.05, it can be concluded that the POGIL model has a significant effect on students' scientific literacy and science process skills. The results for the MFI class scores of students' scientific literacy skills and science process skills, because of the Asymp value. Sig. (0.000) < (0.05) so that learning with the MFI model affects the scientific literacy ability and science process skills of students. Classes taught with POGIL and MFI models with Asymp grades. Sig. (0.099 > (0.05) means that there is no significant difference in students' scientific literacy skills between students who are taught with the POGIL model and students who are taught with the MFI model but there is a significant difference in science process skills of students with POGIL and MFI models, where the MFI model students' science process skills higher than the POGIL model

Objective: This research aims to determine the use of connected learning cycle (CLC) to practice scientific literacy skills and argumentation skills. Theoretical Framework: Connected learning cycle is a learning strategy using a connected curricular model combined with the 5E learning cycle. There is a relationship between scientific literacy skills and argumentation. Argumentation skills can be improved with literacy skills. Method: This study used a single group pretest post-test research design. The tools and instruments used to collect data have been validated by five experts and received a very valid assessment in the content and construct aspects. The research instruments include scientific literacy and argumentation skills test questions, student activity observation sheets, and student response questionnaires. The analysis used includes learning completeness, in this case completeness in scientific literacy skills, argumentation skills, the n-gain score to see the development of learning outcomes. The Chi square test, and the Fisher test looked at the relationship between scientific literacy and argumentation skills. Results and Discussion: Connected Learning Cycle (CLC) method is effective for training scientific literacy and argumentation skills. Research Implications: Remembering literacy and argumentation skills is the basis for developing other thinking skills, it is hoped that the results of this research can be used as an alternative effort to train scientific literacy skills and argumentation skills. Originality/Value: The Connected Learning Cycle (CLC) method used was a combination of connected curricular model combined with the 5E learning cycle as alternative effort to train scientific literacy skills and argumentation skills.

Based on previous researches, it was known that deciding a proper learning strategy is crucially needed to foster students’ 21st century skill through learning activities. This research is a classroom action research with two cycles and uses Lesson Study approach. This research aims to understand the implementation of PBL combined with TPS in enhancing students’ scientific literacy and communication skill. In this research there were one model teacher, four observers and twelve students as subjects. The first cycle was conducted in March 6th 2018 while the second cycle was done in April 4th 2018. Instruments used in this research are observation sheet for observers, worksheet with scoring rubric to measure students’ scientific literacy skill and students’ learning experience questionaire for students using Likert scale. The results show that students’ scientific literacy skill is increased from 50% in cycle 1 into 79% in cycle 2. Students’ communication skill is also increased from 54% in cycle 1 into 70% in cycle 2. Results from observers show that PBL combined with TPS enhances student’ learning activities and communication skills in class. It can be concluded that the implementation of PBL combined with TPS enhances students’ scientific literacy and communication skill.

This study aims to measure students' scientific literacy and collaboration skills. The method used was survey research on 267 high school students in Jakarta. The instrument in this study was a scientific literacy test of 40 multiple-choice PISA items developed by Moore and Foy (1997) and a non-test instrument in a rubric observation sheet to measure students' collaboration skills. The results show that students' scientific literacy is at a moderate level. Of 27 students, there are 3% of students with very high scientific literacy skills, 7% of students with high scientific literacy skills, 64% of students with moderate scientific literacy skills, 11% of students with low scientific literacy skills, and 15% of students with very low scientific literacy skills. The research concludes that scientific literacy is a skill that students must possess. Scientific literacy and collaboration skills are needed to face the demands of 21st-century learning with the rapid development of technology and knowledge.

Scientific literacy and creative thinking skills are an extraordinarily strong combo in conquering the challenges of global education in the future. Both scientific literacy and creative thinking skills play an important role for students in everyday problem solving and scientific decision-making. The purpose of the research was to analyze how the application of Guided Inquiry combined with Project-Based Learning improves scientific literacy and creative thinking skills in Biology Learning of 81 high school students from Malang, Indonesia. This research data gathered from the pretest and post-test and used a quasi-experimental study with a randomized factor that uses 3 groups of subjects consisting of a control group 1, a control group 2, and an experimental group. Based on data analysis it was known that the application of Guided Inquiry combined with Project-Based Learning increased scientific literacy skills by 48% and creative thinking skills by 37%. This study also discovered that the improvement of students' scientific literacy skills and creative thinking skills is not only influenced by internal factors such as learning materials but is also influenced by their knowledge of real problems in their immediate environment and their experiences. Based on these findings, it is obvious that the Guided Inquiry learning model combined with PBL had an effect on increasing scientific literacy skills and creative thinking skills.

Collaboration and science literacy skills are key indicators in the current learning era. Collaboration trains students to actively engage and make decisions together, while science literacy equips them to think critically and face the challenges of the Industrial Revolution. However, in reality, both skills remain below average among students. This gap highlights the need for an effective learning model to address the problem. Several studies have shown that the Read, Answer, Discuss, Explain, and Create (RADEC) learning model can improve these abilities through a structured and student-centered approach. The objectives of this study are to analyze the effectiveness of the RADEC learning model in improving students' science collaboration and literacy. This research used a quasi-experimental nonequivalent control group design. The sample consisted of class VIII C (experimental) and VIII D (control), selected through purposive sampling. Data were obtained from a collaboration skills questionnaire and students’ pretest and posttest scores to assess improvements in science literacy skills. The results showed that (1) the RADEC model is effective in improving students' science collaboration skills from the t-test with sig (2-tailed)-value is less than 0.05 which means that the structured RADEC model can facilitate the development of affective and cognitive aspects to create a high collaborative learning environment and (2) the RADEC model is effective in improving students' science literacy skills from the t-test with sig (2-tailed)-value is less than 0.05 which means that the RADEC model through its stages is able to build better conceptual understanding to develop students' science literacy significantly. This study concludes that the RADEC learning model is effective in improving the science collaboration skills and science literacy of junior high school students. Keywords: RADEC, science collaboration skill, science literacy.

This study aims to: (1) produce video-assisted problem-based physics learning sets with a STEM approach that are appropriate for physics learning; (2) determine the effectiveness of the developed physics learning sets for increasing students' scientific literacy and analytical thinking skills; (4) knowing the differences in the effectiveness of the use of video-assisted problem-based physics learning sets with the STEM approach and conventional learning models towards increasing students' analytical thinking skills. This research design uses a 4D model with the stages, Define, Design, Develop, and Disseminate. Product feasibility instruments are in the form of product feasibility observation sheets, product validation sheets, and student response questionnaires to LKPD. Instruments for scientific literacy and analytical thinking skills are in the form of questionnaires and essay questions. Data analysis techniques used were descriptive analysis and inferential analysis. Inferential analysis used the Manova test with a significance level of 5%. The results of this study are: (1) Problem-based video-assisted physics learning sets with the STEM approach have been produced which are suitable for physics learning; (2) Problem-based physics learning sets developed are effective for increasing students' scientific literacy and analytical thinking skills; (3) there are differences in the effectiveness of the use of video-assisted problem-based physics learning sets with the STEM approach with conventional learning models towards increasing students' analytical thinking skillsKeywords: physics learning sets, problem-based learning, videos, scientific literacy skills, analytical thinking skills

This study aims to determine differences in scientific and cognitive literacy skills using jigsaw cooperative learning and Group Investigation. This type of research is a quasi-experimental research (Quasi Experiment). By using research design Non-Randomized Control-Group Pretest-Posttest Design. The sample of this study was 54 students who were divided into 3 groups, namely the experimental group using Jigsaw learning type, Group Investigation type learning and the control group. The data analysis technique used to test the hypothesis in this study used ANOVA. The results showed that the Group Investigation learning model was better in improving students' scientific literacy skills than the Jigsaw and Conventional learning models. Statistical tests show that there is a significant difference between students' scientific and cognitive literacy skills in integrated science subjects using the Jigsaw, Group Investigation and Conventional Cooperative models with a significance value of 0.000, meaning that the difference is very significant.
 
 Keywords: Cognitive, Group Investigation, Jigsaw, Scientific Literacy

The development of scientific literacy (SL) skills is critical in the life sciences. A flipped classroom reverses traditional learning spaces such that foundational knowledge is acquired by students independently through recorded lectures and/or readings in advance of the lecture period and knowledge is consolidated through active learning activities in the classroom. A flipped classroom learning environment can promote critical skill development and knowledge application, and therefore, could enhance SL skill development. The objectives here were to (a) determine the effect of a flipped classroom learning environment on SL skill development in second‐year kinesiology students enrolled in a research methods course and (b) reassess SL skills 4 months later. SL skills were assessed using the validated test of scientific literacy skills (TOSLS) questionnaire at the start and end of the semester (n = 57) and reassessed 4 months later after the summer semester break (n = 46). During the flipped classroom semester, practical SL skills (TOSLS scores) were increased by 16.3% and TOSLS scores were positively correlated with the students' final grade (r = 0.526, P < 0.001). Four months later, average TOSLS scores significantly decreased compared to the levels at the end of the flipped classroom learning experience. Importantly, retention of SL skills (i.e., 4 months later TOSLS scores) were related to learning approach scores and were positively correlated with deep learning approach scores (r = 0.298, P = 0.044) and negatively correlated with surface learning approach scores (r = −0.314, P = 0.034). Therefore, SL skill retention was higher in students utilizing a deep learning approach (e.g., engaged, self‐regulation in learning, and seeking a deeper understanding of concepts) and lower in students utilizing a surface learning approach (e.g., limited engagement, rote memorization of concepts). Collectively, the results demonstrate the value of a flipped classroom in promoting SL skills while highlighting the role of students' learning approach in critical skill retention.

Along with the development of the 21st century, humans are required to have science literacy and contextual thinking skills. The need for contextual thinking skills and science literacy is one of the challenges in education. This study aims to determine whether science literacy-based learning can improve contextual thinking skills and science literacy skills and to determine the effect of science literacy skills on contextual thinking skills. The method used in this research is quantitative with correlation research design. The sample used was 28 students who participated in filling out the student’s worksheet, multiple choice questions and essay test with a cluster random sampling technique. The research data analysis used non-parametric statistical tests with the help of SPPS 26 for Windows software. The results of this study show that science literacy-based learning improves science literacy with an N-Gain value of 0.1368 and contextual thinking skills with an N-Gain value of 0.6981. Based on the non-parametric statistical test conducted, the sig value is 0.001 or &lt;0.05, and it can be concluded that alternative hypothesis is accepted and science literacy ability affects the ability to think contextually, and there is a correlation coefficient value of 0.601 which means the level of strength of the relationship (correlation) between variables is a strong correlation and is unidirectional. Therefore, to improve literacy and contextual thinking skills, science literacy learning can be used, and high science literacy skills can improve students' contextual thinking skills.

This study examined fifth-grade students’ scientific literacy and problem-solving skills in IPAS learning at MIN Baubau, Southeast Sulawesi, Indonesia. A quasi-experimental design was employed involving 48 students, with the experimental group (n = 24) receiving project-based learning (PjBL) supported by interactive media and the control group (n = 24) receiving conventional instruction. Data were collected using scientific literacy and problem-solving questionnaires, complemented by classroom observations focusing on student character (e.g., curiosity and motivation) and participation. Descriptively, students’ scientific literacy was categorized as moderate to good (overall M = 63%), and problem-solving skills were categorized as good (overall M = 68%). Independent samples t-tests showed that the experimental group achieved significantly higher scores than the control group in scientific literacy (t = 3.427, p = 0.001) and problem-solving skills (t = 3.865, p &lt; 0.001). A one-way ANOVA also indicated a significant effect of student character on learning outcomes (F = 4.213, p = 0.019). These findings suggest that integrating PjBL with interactive media can more effectively enhance students’ scientific literacy and problem-solving skills than conventional instruction, while learner-related factors contribute meaningfully to performance. The study provides practical implications for designing IPAS instruction that combines active learning, interactive cognitive supports, and strategies to foster student engagement in elementary education.

The low science literacy and problem-solving skills of students in physics learning underscore the need for a more innovative contextual approach relevant to everyday life. This study investigates the impact of problem-based learning integrated with ethnophysics in improving students' thinking skills and science literacy. The method used was a quantitative approach, Partial Least Squares Structural Equation Modeling (PLS-SEM), applied to 100 junior high school students participating in ethnophysics learning. Four main variables were measured, namely: (i) problem-based learning tools (PBLT) integrated with ethnophysics, (ii) student engagement (SE), (iii) problem-solving skills (PSS), and (iv) scientific literacy skills (SLS). Results from the measurement model showed strong construct validity and reliability, with most indicators showing outer loadings above 0.7. The R-square values indicated that the model explained 56.9% of the variance in problem-solving skills, 41.1% in student engagement, and 47.7% in science literacy skills. Discriminant validity analysis confirmed that each construct measured different aspects of student learning. The findings in this study showed that ethnophysics integrated with PBLT significantly improved problem-solving ability and science literacy. Student feedback also indicated an increased appreciation of the cultural significance of physics concepts and confidence in applying scientific principles in everyday life. The model fit index indicated a satisfactory fit between the theoretical constructs and empirical data, although some areas for improvement were identified. This research shows how ethnophysics integrated with PBLT can enhance physics learning, offering a culturally relevant pedagogical approach and improving students' science literacy and problem-solving. This study implies that it can provide valuable insights for educators and researchers interested in applying and teaching physics concepts through integrating local wisdom in science-physics learning.

The purpose of this study is to describe the implementation of science literacy through the one student one video program and the impact of science literacy learning on students' science literacy skill and science learning outcome. The research subjects were fifth grade students of Madrasah Ibtidaiyah Muhammadiyah Purwodadi, Tembarak, Temanggung, Central Java. This research is action research with data collection of observation, interview, documentation, and test question. Data analysis technique is descriptive quantitative. The result showed an increase in students' science literacy skill and science learning outcome. Sawa Sado Program notably enhanced students' science literacy skills. Group 1 achieved a maximum improvement of 100% across all measured aspects, followed by Group 2 and 3, which also displayed substantial advancements. However, Group 4 showed greater variability in results, with varying improvements across different aspects. The Sawa Sado Program has generally succeeded in boosting students' science literacy skills. Nonetheless, the varied outcomes among the groups suggest different extents and patterns of improvement. This indicates the program's effectiveness but also underscores the need for a deeper understanding of the differing outcomes.

Maintaining scientific literacy (SL) skill development in undergraduate science education while transitioning courses from the in-person to online learning environment due to the COVID-19 pandemic requires adaptation of some teaching practices. This study assessed the effectiveness of small online learning groups as the active engagement strategy (replacing in-person breakout groups) to promote SL skill development in fourth year undergraduate nutritional science students in the online learning environment (Fall 2020 semester). As a secondary outcome, SL skill development in the online learning environment (Fall 2020, n=178) was compared to that of the in-person course format (Fall 2019, n=144). Students were surveyed at the start and end of the semester to assess their i) scientific literature comprehension, ii) SL skill perceptions, and iii) practical SL skills. The use of online learning groups contributed to improvements in both literature comprehension and SL skill perceptions (P&lt;0.05), however, practical SL skills remained unchanged (P&gt;0.05). There was no difference in the magnitude of improvement in students’ SL skill perceptions or their practical SL skills between course formats (P&gt;0.05). The ability to think critically about the scientific literature was increased in both course formats, with greater improvements observed in the online course format (P=0.02). Additionally, only students in the online course format had improved comprehension of scientific methods versus the in-person format (P=0.05). Collectively, these data demonstrate that the adaptations of an in-person course to an online learning environment using small online learning groups can similarly promote the development of SL in undergraduate nutrition education.