Abstract
The low utilization of technology and scientific literacy skills lacking in the classroomsremaina major problem in the learning and teaching process, specifically in influencing students' conceptual understanding. This research aims to analyze the effect of Diboracy (Digital Book Contained Scientific Literacy) in reducing misconceptions in Newton's law of gravity. This research uses experimentalresearch design with one group pre-test-post-test conductedon research subjects which were selected through random sampling technique. The sum of the research subjects include 38 students. The data instruments include tests and non-tests instruments. The test distributed is in the form of multiple choice questions equipped with CRI to measure the misconceptions, while the non-test assessmenttakes form of questionnaires to determine students’ responses to Diboracy. Data analysis was performed through t-test on student learning outcomes and the students’ questionnaire responseswhich resulted in the average percentages. Based on the analysis, it can be concluded that: (1) there is an effect in reducing students’ misconceptions when Diboracy is implemented, specifically regarding Newton's law of gravity; (2) students give better responses to Diboracy than textbooks.
Highlights
The development of technology in the 21st century has changed the paradigm of education which has been focusing on teaching to learning (Afandi, Junanto, and Afriani, 2016)
This study aims to describe the effect of Diboracy in reducing misconceptions in Newton's law of gravity
Diboracy was implemented on the topic of Newton's law of gravity with three study sessions covering 4 indicators: (1) analyzing the gravitational force between two objects using Newton's Law of Gravity equation based on indicators of conceptual knowledge in scientific literacy; (2) analyzing the gravitational acceleration between the two planets based on conceptual knowledge indicators on scientific literacy; (3) analyzing the orbital speed of the satellite based on conceptual knowledge indicators on scientific literacy; and (4) analyzing the period of planetary revolution based on indicators of facts and/ knowledge of concepts on scientific literacy
Summary
The development of technology in the 21st century has changed the paradigm of education which has been focusing on teaching to learning (Afandi, Junanto, and Afriani, 2016). The implementation of education which is adaptive to technological developments encourages every human being to have the skills to be able to compete in various sectors of life. Science and technology are the most prominent characteristics needed in the modern world, and scientific literacy is a requirement that must be possessed by every individual (Vieira, Melo, Avraamidou and Lobato, 2017), especially students. Students are required to master literacy to understand laws, theories, and phenomena, as well as to comprehend the basis of scientific knowledge needed to make decisions (Dragoş and Mih, 2015). In 2018, Indonesia was ranked 62 out of 71 countries with the average score of students in the science field below the OECD (Organization for Economic Cooperation and Development) average score, which is 396 out of 489. Weak scientific competence results in weak understanding of science concepts
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