Scientific Literacy Ability Research Articles

APPLICATION OF STEM-BASED BLENDED LEARNING TO THE COGNITIVE ABILITIES OF 11 AMBON STATE SENIOR HIGH SCHOOL STUDENTS

Background: Blended learning is a mixed learning model between face-to-face and online learning. The STEM-based blended learning model can guide and train students to think logically, critically, evaluatively, creatively in solving problems and making decisions related to dealing with life's problems by utilizing technology and applying it in real life. Methods: The type of research used was a pre-experimental design with one group pretest-posttest. The research was located at SMA Negeri 11 Ambon and was carried out on January 2022. The research subjects were 36 students in class XII MIA-4 at SMAN 11 Ambon in the 2021-2022 academic year. Results: The results of the study show that there is a fairly effective effect in improving cognitive outcomes in class XII students of SMA Negeri 11 Ambon. Conclusion: There is an influence of the application of blended learning with the STEM approach to increasing scientific literacy and cognitive abilities of class XII students of SMA Negeri 11 Ambon in the new normal period

PENINGKATAN KEMAMPUAN LITERASI SAINS MENGGUNAKAN PENGEMBANGAN LKPD BERBASIS MODEL PBL PADA SISWA SD

Indonesia's ranking related to scientific literacy has not experienced a significant increase. In fact, in facing increasingly difficult challenges in the 21st century, students must have literacy skills. The importance of scientific literacy skills in education makes scientific literacy a standard measure of the quality of education. This study aims to determine the effect of learning using the problem-based learning model-based LKPD development on elementary students' scientific literacy abilities. This research is included in the experimental research. A sample of 27 elementary school students class V B SDN 147 Gresik. This research was conducted in March-May 2023 at SDN 147 Gresik. Scientific literacy skills were carried out 2 times, namely pretest and posttest. Based on the normality test, it was found that the value was < 0.05, indicating that the data distribution was not normal. The results of the Wilcoxon signed ranks test obtained a significance value of P of 0.000 < 0.05. The conclusion obtained is that there is an effect of learning using the problem-based learning model-based LKPD development on the scientific literacy abilities of elementary students. Subsequent studies require LKPD research based on problem-based learning models on other elementary learning materials.

Pengembangan Modul IPA Berkarakter Religi Islami untuk Meningkatkan Literasi Sains Materi Sistem Peredaran Darah pada Manusia di Sekolah Dasar

The purpose of this development research was to describe the validity, practicality and effectiveness of the IPA module with Islamic religious characteristics to increase scientific literacy in the material of the human circulatory system in grade V elementary schools. This research is research and development by modifying the ADDIE model development stages carried out systemically and systematically. The stages start from Analysis (Analyzing), Design (Designing), Development (Developing), Implementation (Implementing), and Evaluation (Evaluating). However, in this study the stages of developing the ADDIE model were modified only to the Implementation (Implement) stage. The analysis phase includes the introduction or analysis of needs by analyzing the characteristics of students, the learning process, and the learning resources that are often used. The design phase includes initial product design such as test preparation, selection of learning media, format selection, initial design. The develop stage is to revise the module product development that has been produced in the initial design activities. At this stage revisions were also carried out based on input from experts and data obtained from the results of practical trials. The data collection instruments in this study were validity sheets for subject matter expert lecturers, media experts and practitioners, student readability sheets, practicality sheets for practitioners, lesson plans validation sheets, validation sheets for scientific literacy questions, pretest and posttest scientific literacy questions. This instrument was developed based on the advisory lecturer's defense, the assessment of expert lecturers, practitioners, and limited trials on students and practitioners. The stage of implementing the module developed in class V students at SDN Ketanggan 03 Gringsing District. The Implementation Stage is the stage of using modules that have been developed on a wider scale, through the website address of the IPA Module with Islamic Religious Character which has been online so that it has been spread via Google and can be accessed in a browser. The data analysis technique used was the n-gain test and the T-test. The Ngain test value in this study was obtained 0.32 with the moderate improvement category, and the T-test value was obtained Sig. 0.033 <0.05 means that there is an effect of using the Science module with Islamic religious characteristics to improve students' scientific literacy skills. The results showed that the science module with Islamic religious character that was developed proved to be valid, practical, and effective so that it was very suitable for use in learning science in elementary schools to improve students' scientific literacy skills.
 
 Keywords: Science module, Islamic religious character, scientific literacy ability

Effect of STEM Integrated Science Learning on Scientific Literacy and Critical Thinking Skills of Students: A Meta-Analysis

The development of 21st century education requires students to have 21st century skills, one of which is critical thinking skills and scientific literacy as well as technological developments that are developing rapidly so that STEM-based teaching materials are very popular for use. The purpose of this study was to determine the effect of similar research using STEM integrated science learning on students' scientific literacy abilities and critical thinking skills. The method used in this investigation is meta-analysis. The research results obtained are First, the effect of several similar studies on STEM-integrated science learning shows that STEM-integrated science learning has a very high influence on students' scientific literacy abilities and students' critical thinking skills. Second, the effect of several similar studies based on educational level shows that high school level has a higher influence on students' scientific literacy skills and students' critical thinking skills. Third, the influence of several similar studies based on the learning model used shows that the PBL model has a higher influence on students' scientific literacy skills and students' critical thinking abilities. Fourth, the effect of several similar studies based on learning subjects shows that biology subjects have a higher influence than physics and science subjects.

Use of Videoscribe Animation-Based Science E-Modules on Science Literacy of Junior High School Students

Scientific literacy must be mastered by students because it relates to the environment. This study aims to determine the increase in students' scientific literacy abilities using videoscribe animation-based e-modules. The type of research used is descriptive quantitative conducted at SMPN 5 Depok, Yogyakarta. The tsubjects in this study were 32 class VII B students who were selected using cluster random sampling. The instrument used in this study was a test in the form of multiple-choice questions with data collection techniques in the form of pretest and posttest questions. Based on the differences in the pretest and posttest results obtained and the average N-gain obtained 0,62, it is in the medium category which indicates that the videoscribe animation-based science e-module used can improve students' scientific literacy skills.

Effect of Learning Everyone is a Teacher Here in Combined Differentiate Learning on Science Literation Ability and Learning Motivation

This study aims to determine the effect of the learning strategy Everyone is A Teacher Here combined with a differentiated learning strategy on scientific literacy skills and learning motivation on environmental pollution material. This research method is a quasi-experimental design with a pretest-posttest control group design. The sampling technique is by means of cluster random sampling. The instruments used in this study were descriptive tests and motivation questionnaires. Results Based on the data analysis of scientific literacy ability, the posttest average in the experimental class was 74.2 while in the control class it was 60.89 with the results of hypothesis testing (t-test) obtained tcount (3.59) > ttable (1.68) indicates that H0 is rejected and H1 is accepted. Furthermore, based on the results of the motivational data analysis, the average percentage in the experimental class was 85.01% while in the control class it was 74.98%, with the results of hypothesis testing (t-test) obtained tcount (9.20) > ttable (1.68) indicates that H0 is rejected and H1 is accepted. The results of this study indicate that there is an influence of the learning strategy Everyone is a Teacher Here combined with a differentiated learning strategy on scientific literacy skills and learning motivation for environmental materials for class X MIPA UPT SMA Negeri 1 Wajo.

Development of Assessment Instruments in Project-Based Learning to Measure Students Scientific Literacy and Creative Thinking Skills on Work and Energy Materials

This study aims to develop a project-based learning assessment instrument to measure scientific literacy and students creative thinking skills on work and energy material that is valid, reliable, and practical to use. The method used is Research and Development (R&D) using 7 development steps adapted from Borg & Gall (1989). The results of the expert validation of the scientific literacy skills assessment instrument and students creative thinking skills were declared valid with a very high category. In the results of the data test analysis, there were 20 questions on the scientific literacy ability instrument and 18 questions on the creative material of the thinking ability instrument which were declared valid. Meanwhile, in the practicality test, this assessment instrument obtained very high criteria. based on the results that have been obtained, the final product is a project-based learning assessment to measure students’ scientific literacy and creative thinking abilities in the developed business and energy material that meets the eligibility standards of the instrument, that is valid, reliable and practical.

Improving Student's Science Literacy Capabilities Through Utilizing the Natural Environment

In the learning process, the teaching method becomes a determining factor for the achievement of learning objectives. Basically, every student learning must play an active role in identifying problems, digging information thoroughly, and being able to provide information. The purpose of this research is to see whether the method of utilizing the natural environment can improve students' scientific literacy skills. This study uses Classroom Action Research which was carried out in 2 cycles involving 25 fifth grade students of SD PAB 22 Kelambir Lima. Data collection in this study used student activity observation sheets and student science literacy tests. Quantitative data were analyzed using descriptive statistics to see the average results obtained on the student's scientific literacy ability test. The results of this study indicate that there is an increase in students' learning activities classically which obtained the active category from the first cycle which reached 60.25% and the second cycle to 90.5%.

HUBUNGAN KEMAMPUAN LITERASI SAINS DAN KETERAMPILAN BERPIKIR KRITIS SISWA SEKOLAH DASAR

The research objective was to find out how the critical thinking skills and literacy skills of elementary school students relate. The research method used is a correlational research method with a quantitative approach. Aims to reveal the relationship between variables. Population to be studied (Sugiyono, 2019). The population in this study were 215 fifth grade elementary school students consisting of 8 schools. The sampling technique used by researchers is simple random sampling technique. The sample of this research is 140 students. Data collection techniques in this study were in the form of tests of critical thinking skills and tests of scientific literacy abilities. The data processing carried out consisted of three stages, namely data description and categorization, analysis prerequisite testing, and hypothesis testing. Based on the research that has been done, it can be concluded that: 1) There is a relationship between scientific literacy abilities and students' critical thinking skills with a correlation coefficient of 0.368; 2) Scientific literacy ability influences or contributes to students' critical thinking skills by 13.6%; 3) Scientific literacy ability has a positive and significant relationship to students' critical thinking skills with a significance value based on a simple linear regression test <5%.

The effectiveness of inquiry lesson-based digestive system materials for training students' science literacy ability

Learning biology needs to seek the formation of students who have scientific literacy skills. This ability is closely related to understanding science in everyday life. This study aims to analyze the increase in scientific literacy skills by implementing inquiry lesson-based worksheets on the material of the human digestive system. The research method used was quasi-experimental with a non-randomized control group pre-test and post-test research design. Participants are two classes XI MIPA. The sampling technique is cluster random sampling. That is, two classes XI MIPA were randomly selected. Classes XI MIPA 5 and XI MIPA 6, each consisting of 32 students, where one was the control class and the other was the experimental class. Data were obtained using 10 PISA frameworks scientific literacy questions in the form of valid and reliable multiple choice questions. The results showed a significant difference, as evidenced by the results of hypothesis testing with Sig. (2-tailed) = 0.000 < 0.05, then H0 rejected and Ha accepted. There is a difference in t-count experimental class and t-count where is the control class t-count the experimental class is greater than t-count the control class is 53.82 > 21.997 so that the scientific literacy abilities of students from the two classes have significant differences.Abstrak Pembelajaran biologi perlu mengupayakan terbentuknya peserta didik yang memiliki kemampuan literasi sains. Kemampuan ini erat hubungannya dengan pemahaman sains di dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan literasi sains melalui implementasi LKPD berbasis Inquiry Lesson pada materi sistem pencernaan manusia. Metode penelitian yang digunakan yaitu quasi eksperimental dengan desain penelitian Pre-test and Post-test Non-randomized Control Group. Partisipan merupakan dua kelas XI MIPA. Teknik penarikan sampel menggunakan cluster random sampling, yaitu dipilih secara acak dua kelas XI MIPA. Kelas XI MIPA 5 dan XI MIPA 6 yang masing-masing terdiri dari 32 peserta didik, dimana salah satu sebagai kelas kontrol dan yang lain sebagai kelas eksperimen. Data diperoleh dengan menggunakan soal literasi sains berframework PISA berjumlah 10 dengan bentuk soal pilihan ganda yang telah valid dan reliabel. Hasil penelitian menunjukkan perbedaan yang signifikan dibuktikan melalui hasil uji hipotesis dengan Sig. (2 tailed) = 0,000 < 0,05, maka H0 ditolak dan Ha diterima. Terdapat perbedaan pada t-hitung kelas eksperimen dan t-hitung kelas kontrol dimana t-hitung kelas eksperimen lebih besar dari t-hitung kelas kontrol yaitu 53,82 > 21,997, sehingga kemampuan literasi sains peserta didik dari kedua kelas tersebut memiliki perbedaan yang signifikan.

Preprint Peer Review Enhances Undergraduate Biology Students' Disciplinary Literacy and Sense of Belonging in STEM.

Education about scientific publishing and manuscript peer review is not universally provided in undergraduate science courses. Since peer review is integral to the scientific process and central to the identity of a scientist, we envision a paradigm shift where teaching peer review becomes integral to undergraduate science education. We hypothesize that teaching undergraduates how to peer review scientific manuscripts may facilitate their development of scientific literacy and identity formation. To this end, we developed a constructivist, service-learning curriculum for biology undergraduates to learn about the mechanisms of peer review using preprints and then to write and publish their own peer reviews of preprints as a way to authentically join the scientific community of practice. The curriculum was implemented as a semester-long intervention in one class and, in another class, as an embedded module intervention. Students' scientific literacy and peer review ability were assessed using quantitative methods. Student's perceptions of their scientific literacy and identity were assessed using thematic analysis of students' reflective writing. Here, we present data on the improvement in the peer review ability of undergraduates in both classes and data on the curriculum's interrelated impact on students' development of scientific literacy, identity, and belonging in peer and professional discourse spaces. These data suggest that undergraduates can and should be trained in peer review to foster the interrelated development of their scientific literacy, scientific identity, and sense of belonging in science.

Implementation of STEM-oriented learning strategy toward science literacy skills in elementary school students

The study aims to examine the effect of STEM-oriented learning on science literacy skills in elementary school students. This study employed quasi-experimental research. The study population was all Sekolah Dasar Negeri Mungkid 2 students. The sample of this research was the entire students of Class IV SDN Mungkid 2 which totaled 16 students. The samples were obtained through a purposive sampling technique. The results of data on students' scientific literacy abilities were obtained through pretest and posttest activities. The data were then analyzed using SPSS Statistics 20. Data processing was started with a normality test, paired sample t test, hypothesis test, and N-gain test. The results of this study showed that implementation of STEM-oriented learning has proven to influence of elementary school students’ science literacy skills.

Peningkatan Literasi Sains Mahasiswa Pendidikan Fisika Melalui Pembuatan LKPD Berbasis Sosio Saintifik

This research is a type of research that focuses on efforts to increase student scientific literacy. The purpose of this study is to characterize the profile of increasing students' scientific literacy abilities through the development of socio-scientific-based worksheets. The research sample was 2C semester students in the Physics Education Study Program for the 2022–2023 academic year, with a total of 10 students, and the research design used a one-group pretest-posttest design. The findings show that the average N-gain obtained is 0.48, which is included in the moderate improvement category. The significance level of 0.00, less than 0.05 (sign. 0.05), was found in the results of hypothesis testing using the t test, indicating that Ho was not accepted. Based on the test results, there is a significant difference between the level of scientific literacy of students before and after implementing learning by making socioscience-based worksheets. This study shows how teaching using socio-scientific-oriented worksheets can raise the profile of students' scientific literacy abilities.

Development of Learning Media (LKPD) Themes of Ecosystem Based on "Salingtemas"

This study aims to develop LKPD Ecosystem themes to improve the ability of valid, practical, and effective science literacy. Learning products developed in the form of LKPD based on salingtemas. This type of research is Research and Development (R&D). With a 4-D development model. This study involved students in grade V SD Negeri 28 Bandar Baru as the subject of research. Data was collected using expert validation sheets, observation sheets of learning implementation, student response questionnaires, and scientific literacy capabilities tests. The data obtained is then processed and analyzed descriptively. The results showed that LKPD themed the ecosystem to improve the ability of students in the literacy based on salingtemas sciences developed was in the valid category and suitable for use. Based on the results of the trials conducted, it was found that LKPD had met the validity aspects. This can be seen from: 1) The implementation of learning in the initial trial is quite practical and the implementation of learning in the next trial is categorized as very practical; 2) Use of LKPD in Learning Natural Sciences Ecosystem Themes developed in terms of students' responses are classified as practical. LKPD based on salingtemas has also met the effectiveness aspects seen from the student science literacy capability test.

Pengaruh Penggunaan Model Group Investigation terhadap Kemampuan Literasi Sains Siswa Kelas IV SDN 017 Bonra Kecamatan Mapilli Kabupaten Polewali Mandar

This research is experimental research conducted to find out whether there is an effect of using the Group Investigation learning model on the scientific literacy abilities of class IV students at SDN 017 Bonra. This study aims to (1) find out the description of the use of the Group Investigation model in class IV of elementary school, (2) describe the ability of scientific literacy of class IV elementary school students, (3) find out the effect of the Group Investigation model on the ability of scientific literacy of class IV elementary school students. The research approach used is a quantitative approach with a quasi-experimental design research type. The population in this study were fourth grade students at SDN 017 Bonra with a sample of 32 students. The sampling technique used is probability sampling technique, namely simple random sampling technique. This study used two groups, namely the experimental group and the control group. Data collection techniques used in this study are observation, tests, and documentation. Data were collected from pretest and posttest administration and were then analyzed using descriptive statistics and inferential statistics using parametric statistical tests, namely the independent sample t-test. The results of the study showed that (1) the use of the Group Investigation learning model in the learning process was in a very good category, which was known from the proportion of model use in the class of 92.31%; (2) There is an increase in students' scientific literacy skills; (3) There is an effect of using the Group Investigation learning model on the scientific literacy skills of fourth grade students at SDN 017 Bonra, Mapilli District, Polewali Mandar Regency.

The Effect of Problem-Based Learning Based Ethnoscience on Science Literacy Ability of Elementary School

This research aims to determine the effect of problem-based learning based on ethnoscience on science literacy skills at SDN Bringinbendo 2. The Ethnoscience-based PBL model is a learning model that can develop students' scientific literacy abilities. This study used a quantitative approach with experimental methods with the type of research one group pre-test-post-test. The sample in this study was V-grade students at SDN Bringinbendo 2, which consisted of 21 students. Data collection in this study used a pre-test and post-test. Data were analyzed using a hypothesis t-test and the Eta Squared test. The results of the research hypothesis test were t-sample t-test, Sig. (2-tailed) ie 0.00 <0.05 so there is a significant effect (H₁ is accepted and H₀ is rejected). So it can be seen that the ethnoscience-based PBL model influences the scientific literacy skills of class V at SDN Bringinbendo 2. In the results of the eta-squared test, there is an increase with a vulnerable score of t > 0.14, indicating an influence of the big one. Using the Ethnoscience-based PBL model can improve the scientific literacy skills of V-grade students.

Supporting Students' Scientific Literacy Skills Through an Experimental KIT Module Based On Al-Quran Studies

The transition from industry 4.0 to 5.0, the transformation of education into a worldwide challenge that emphasizes students' scientific literacy abilities in preparation for the future workforce. To promote scientific literacy, learning resources that support student abilities are required. In constructing an experimental physics KIT based on Al-Qur'an studies with the primary goal of enhancing students' scientific literacy, integrating students' spiritual values and scientific understanding is, thus, a central concern. The research design employed was the 4D Model (Definition, Design, Development, and Deployment), with a sample of Tadris Physics students enrolled in the fifth semester at UIN Mataram. Validity analysis, usability analysis, and effectiveness analysis are the techniques utilized for analysis. During the assessment, 83.33 percent of students demonstrated mastery of classical skills, classified as highly proficient. As a form of mastery learning, the test results indicate that developing experimental KIT modules based on Al-Qur'an studies is highly beneficial in supporting students' scientific literacy skills. In addition, the module development learning materials can promote the achievement of psychomotor, cognitive, and spiritual outcomes for students

Implementation and challenges of project-based learning of STEAM in the university during the pandemic: A systematic literature review

To achieve the intended educational outcome, a learning model that puts a focus on student-centered learning must be is implemented. According to investigations of university education, lecturers still dominate the learning process, and students' critical thinking skills are still insufficient. Using STEAM in Project-Based Learning (PjBL) is one method for fostering 21st-century skills. STEAM is an acronym for science, technology, engineering, art, and mathematics. STEAM is a term that was coined after incorporating art into the STEAM teaching component. This research aims to examine the implementation and challenges of Project-Based Learning of STEAM at the university during the pandemic. This research employs literature review as its method. Furthermore, within the method it uses several national and international publications that contain theoretical or verifiable information. An organized and comprehensive examination of the publications is discussed in order to investigate the impact of STEAM-integrated project-based learning on the development of 21st-century qualifications. The results showed that the implementation of STEAM-integrated Project-Based Learning fosters students' development of 21st-century skills. STEAM-integrated PjBL allows students a hands-on learning chance to apply the topics they have studied in a project activity by fusing many domains of study. Through the learning activities, students can put their communication, scientific literacy, critical thinking, creative thinking, and scientific process abilities into practice

Effect of science virtual laboratory combination with demonstration methods on lower-secondary school students' scientific literacy ability in a science course.

Virtual laboratory is computer software that has the ability to perform mathematical modeling of computer equipment presented in the form of simulations. Virtual laboratory is not a substitute for real laboratory, but are used to complement and improve the weaknesses of real laboratory. This study aims to determine the effect of virtual laboratory combination with demonstration methods on lower-secondary school students' scientific literacy ability in a science course. The design of this research is quasi-experimental. The sample in this study was 102 students (12-14years old) in a lower-secondary school in the city of Yogyakarta, Indonesia, used as experiment 1 group 1 (n = 34), experiment 2 group (n = 34), and control group (n = 34). The three groups (experiment 1, experiment 2, and control) were tested with pretest and posttest. Experiment 1 group used virtual laboratory combination with demonstration methods, experiment 2 group used only virtual laboratory, and the control group used only a demonstration method. Scientific literacy ability was measured using multiple-choice tests before and after treatment. Statistical tests on mixed methods ANOVA were used to determine how effective the use of virtual laboratory combination with demonstration methods was in improving scientific literacy ability. The research result based tests of Within-Subjects Effects showed that there is a difference between the pretest-posttest scores of scientific literacy ability (F = 10.50; p < 0.05) in each group. The results based pairwaise comparison show that the significance value is <0.05, and there is a significant increase in the pretest-posttest scores of scientific literacy ability in every group. The result of effect size (partial eta squared) shows that the experiment 1 group to increase scientific literacy ability is 84.5%; experiment 2 group is 78.5%; control group is 74.3%. So, it can be concluded that experiment 1 group (virtual laboratory combination with demonstration methods) provides the most effective contribution to improving scientific literacy ability when compared to experiment 2 group virtual laboratory only) and control group (demonstration methods only).

Profile of Students' Scientific Literacy through Science Learning Based on the Pacu Jalur Kuantan Singingi

This study aims to determine the scientific literacy ability profile of students through science learning based on the Pacu Jalur Kuantan Singingi. This type of research is a quantitative descriptive research. The subjects of this study were students of class VIII SMP Negeri 3 Depok, Yogyakarta. The data collection technique used scientific literacy questions in the form of multiple choices totaling 5 items. The results showed that 67% of the indicators identified scientific facts or information were in the high category, the indicators analyzed data were 84% in the very high category, the indicators identified 100% of the scientific aspects in the very high category, the indicators justified the data 72% were in the medium category and the indicators provided arguments in a logical manner. scientific 94% with very high category.