Abstract
This research aimed to identify the influence of two learning models and learning reliance on students’ scientific literacy. The method used was the treatment by 2 x 2 level. The participants were 36 students from the Department of Biology Education who were grouped into two categories based on the reliance questionnaire score, i.e., categories of high and low. The data were collected through scientific literacy tests, data analysis using two-path ANOVA formula followed by the Tukey test. The results showed that there was an influence on the interactions between the learning models and learning reliance on students’ scientific literacy seen from the ANOVA test results which obtained F = 29.88, =0.05. The Tukey test analysis identified; (1) Scientific literacy of college students who used the Science, Technology, Society (STS) model was higher than those who adopted the Problem-Based Learning (PBL) Model with Q = 4,74 at =0.05; (2) The scientific literacy of students having high learning reliance using the STS learning model was better than those applying the PBL with Q = 11,78 at =0.05; (3) The scientific literacy of students having low learning reliance using the STS learning model was lower than those using the PBL with Q=5.07 at =0.05. It concluded that the STS learning model could improve the students’ scientific literacy. In other words, the STS learning was more useful for the high reliance students than those with low reliance.
Highlights
The rapid development of science, technology, and society requires people to have necessary skills beyond reading, writing, and arithmetic skills to survive in life
Test of Hypothesis 2 The ANOVA results obtained p = 0,05; which means that there was an influence of the interaction between learning model and learning reliance to scientific literacy
After proving that the interaction between learning model and learning reliance affected the scientific literacy, the analysis continued with the Tukey test to test the simple effect, indicated by the mean differences between A in each group B; (A1B1 : A2B1 and A1B2 : A2B2)
Summary
The rapid development of science, technology, and society requires people to have necessary skills beyond reading, writing, and arithmetic skills to survive in life. The ability to read and write through the script, in the past several centuries generally interpreted as “literacy.” Through education, it is expected to form science and technology-literate humans, as a bridge connecting to the environment to play a role as a human resource quality. Susanto / JPII 7 (4) (2018) 458-466 individuals must develop fluency in coordinating these multiple modalities of scientific representation at proper times in the curriculum, and when viewed from a critical standpoint, the science literature includes the ability to question and appropriate scientific knowledge in personally relevant circumstances (Trauth-Nare, 2015; France, 2011; Toharudin et al, 2011)
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