Improve Science Literacy Research Articles

QR Code-Based Digital Media for Scientific Literacy Skills Enhancement of Elementary School Students

QR Code-based learning encourages teachers to be more creative in designing lessons and students to become more active in the learning process. The problems that are present are the low literacy skills of students in the field of science education, the lack of ability in the field of digital-based technology for science literacy learning, describing alternative solutions to improve science literacy in elementary school students. The development of learning materials in the form of QR Code-based E-Modules aims to enhance higher-order thinking skills in thematic learning. This research aims to develop, validate, and assess effectiveness development of QR Code-Based digital media to enhance scientific literacy skills in the teaching of natural sciences. The research design follows the Research and Development (R&D) method, specifically the Richey and Klein method, consisting of three stages: Planning, Production, and Evaluation. Validation results from media experts show a percentage of 91.57%, language experts 84.38%, and content experts 96.13%. Thus, the developed product is considered highly feasible and ready for testing. The next stage involves one-to-one testing, small group testing, and field testing. One-toone testing scores were 90.28%, small group testing was 93.33%, and field testing was 85.74%. To verify the accuracy of the data, a paired sample t-test using SPSS is conducted, resulting in significance = 0.000 < 0.05. Therefore, it can be concluded that implementing QR Code-based digital media in science education has a significant positive effect, making it highly feasible and effective for use in fourth-grade science classrooms. Thus with this research students' abilities in implementing scientific literacy in everyday life can be improved to achieve better learning outcomes.

Problem-Based Learning Tool Integrated with Education for Sustainable Development on Biodiversity Topic to Improve Science Literacy

Education for sustainable development (ESD) has become a focus in learning in line with demand in biology learning outcomes in the merdeka curriculum. Problem based learning (PBL) with the integration of ESD prepare students with science abilities considering the fact that students' scientific literacy in Indonesia is still very low. This research aims to develop ESD-integrated PBL learning tool as a reference that teachers can use in implementing learning with ESD approach and to determine the effectiveness of learning tool in improving students' scientific literacy. This research used ADDIE model; analysis, design, development, implementation and evaluation. The developed learning tool consists of lesson plan, worksheet and learning assessment instruments. This research instrument consists of validation questionnaire by expert validators and teachers, students’ response questionnaire, and scientific literacy questions. The results of this research showed that the developed learning tool was feasible and could be used in classroom based on the assessments of expert validators and teachers. The worksheet developed received a good response from students. Based on the n gain analysis, the application of PBL integrated ESD learning tool increases students' scientific literacy skills in the medium category

Improving Science Literacy Skills Through the Experimental Method of Playing with Soap Bubbles in Early Childhood

Improving Science Literacy Skills Through the Experimental Method of Playing with Soap Bubbles in Early Childhood

Science Teaching Materials Based on Marine Aquaculture Bioecology Using Floating Net Cage Technology to Improve Science Literacy Skills for Middle School Students in Coastal Lombok

This research aimed to develop science teaching materials based on marine aquaculture bioecology using floating net cage technology that is practical and effective in improving students’ scientific literacy skills at Lombok coastal schools. This was development research based on the Thiagarajan 4D model, which consists of four stages: design, define, develop, and disseminate. The research subjects consisted of six junior high schools on the coast of Lombok, who were selected using the purposive sampling technique. The instrument used was a scientific literacy assessment of 16 reasoned multiple choice questions. Data were analyzed using normalized gain analysis. The results showed that science teaching materials based on marine aquaculture bioecology with floating net cage technology were effective in increasing the scientific literacy skills of students in the six sampled schools, obtaining an average N-gain value of 0.5 in the medium category.
 Keywords: marine aquaculture, bioecology, scientific literacy skills

Scaling the wall: overcoming barriers to STEM knowledge mobilization

Improving science literacy is crucial amidst global challenges like climate change, emerging diseases, AI, and rampant disinformation. This is vital not only for future STEM generations but for all, to make informed decisions. Informal science communication efforts such as podcasts, popular science articles, and museum events are an essential part of the infrastructure for mobilizing knowledge and nurturing science literacy. However, in this Perspective, we emphasize the need to grow our capacity for STEM outreach in the formal K-12 classroom. While the majority of informal outreach mechanisms require audience members to seek out content, classrooms include those hard-to-reach target audiences that are not already STEM-engaged. We contrast the multitude of resources that have been developed to support informal outreach in recent decades with a relative paucity of such efforts in the K-12 formal classroom realm. We advocate for a more balanced deployment of resources and efforts between these two vital components of our knowledge mobilization and STEM engagement infrastructure. In particular, we highlight the key role of K-12 teachers as conduits for knowledge dissemination and the need for greater collaboration between scientists and teachers at individual and organizational levels. We also advocate for greater collaboration across programs in both the informal and formal outreach space, and dedicated effort to construct dissemination networks to share outreach materials at scale across disparate programs. The aim of our piece is to generate discussion about how we might refocus goals, funding mechanisms, and policies to grow the science-engaged society necessary to confront future challenges.

Development e-module on human reproduction system materials science-Islam integrated to improve science literacy and student learning outcomes

Low scientific literacy is due to the large amount of material being taught and not applying basic biological concepts to problems commonly encountered in the surrounding environment. The Islamic science integration approach, which was developed into teaching materials in the form of e-modules, needs to be applied because it places a variety of diversity in scientific disciplines (Islamist studies, Natural studies, Social studies, and Humanities). The research aims to develop and test an E-module's validity, practicality, and effectiveness based on Problem-Based Learning (PBL) Integrated Islamic Science Human Reproductive System Material to Improve Science Literacy and Student Learning Outcomes. The research and development model refers to a Branch consisting of ADDIE, namely the analyze, design, develop, implement, and evaluate stages. The data collection techniques used were questionnaires and validation sheets. The results of research on the effectiveness of e-modules show that e-modules are very valid in improving scientific literacy and student learning outcomes. Based on the N-gain calculation, scientific literacy is in the medium category with significant t-test results. The learning outcomes are in the high category with very significant t-test results. This research shows that the PBL-based e-module material on the science-Islam integrated human reproductive system can be developed and effectively used in learning activities.Abstrak. Literasi sains rendah disebabkan banyaknya materi yang diajarkan, kurang menerapkan konsep dasar biologi terhadap permasalah yang biasa ditemui di lingkungan sekitar. Pendekatan integrasi sains-Islam yang dikembangkan menjadi bahan ajar berupa e-module perlu diterapkan karena menempatkan berbagai keberagaman terhadap disiplin ilmu (Islamis-Studies, Natural studies, Social studies dan Humaniora). Penelitian bertujuan untuk mengembangkan, menguji kevalidan, kepraktisan, dan keefektifan e-module berbasis Problem Based learning (PBL) Materi Sistem Reproduksi Manusia Terintegrasi Sains Islam untuk Meningkatkan Literasi Sains dan Hasil Belajar Mahasiswa. Model penelitian dan pengembangan mengacu pada Branch terdiri dari ADDIE yaitu tahap analyze, design, develop, implement, dan evaluate. Tenik pengumpulan data yang digunakan berupa angket dan lembar validasi. Hasil penelitian terhadap keefektifan e-module menunjukkan bahwa e-module sangat valid dalam meningkatkan literasi sains dan hasil belajar mahasiswa. Berdasarkan perhitungan N-gain literasi sains masuk kategori sedang, dan hasil belajar masuk kategori tinggi dengan hasil uji-t yang sangat signifikan. Hasil penelitian ini dapat disimpulkan bahwa e-module berbasis PBL materi sistem reproduksi manusia terintegrasi sains-Islam dapat dikembangkan dan efektif digunakan dalam kegiatan pembelajaran.

Science Learning Game (SLG) Based on Augmented Reality Enhances Science Literacy and Critical Thinking Students Skills

Science literacy is the ability of individuals to understand, evaluate, and apply scientific knowledge in everyday problem-solving, while critical thinking is the ability to analyze, evaluate, and make decisions based on evidence and logic. This research is based on several issues in SDN Sentul2 Kota Blitar in grade 6 post-Covid 19. This research aims to produce a product used as a learning tool in Grade 6, namely Science Learning Game (SLG) Media based on Augmented Reality to Improve Science Literacy and Critical Thinking Skills in Grade 6 Students in Kota Blitar. This research and development (R&D) study uses the ADDIE (analysis, design, development, implementation, and evaluation) model. The instrument used is a questionnaire. The research data analysis results show that the developed media can improve critical thinking skills, as evidenced by comparing the Pre-test results at 72.21% with the Post-test results at 93.57%. This media can also enhance science literacy, as indicated by the increase between the Pre-test results at 74.28% and the Post-test results at 92.14%. The implication is that the science literacy and critical thinking abilities of students in Indonesia still need improvement, which can be achieved by considering the use of instructional media. With positive results in pre-test and post-test scores, this media has the potential to enhance science literacy and critical thinking skills in students.

Effectiveness of project-based learning in improving science literacy and collaborative skills of Muhammadiyah middle school students

Science literacy abilities and collaborative skills are part of the life skills demands of the 21st century. This research aims to analyze the effectiveness of the PjBL learning model in improving the Science literacy and collaborative skills of students at Muhammadiyah 2 Middle School, Batu City and Muhammadiyah 8 Middle School, Batu City. The research design uses Pretest-Posttest Control Group Design. The research sample consisted of 60 class VIII students taken by total sampling. Data was obtained through observation, questionnaires and tests. Data analysis uses covariance analysis (ANCOVA) to verify the data against the proposed hypothesis. The research results show that the average Science literacy and collaboration in PjBL learning is higher than conventional learning. The results of the analysis can be concluded that the implementation of PjBL effectively influences students' Science literacy and students' collaboration skills. Thus, the PjBL model is recommended to be implemented to support the implementation of the Independent Curriculum at the junior high school level as an effort to develop students' 21st century life skills.

Pengembangan E-Modul IPA Berbasis Flipbook Digital Untuk Meningkatkan Literasi Sains Siswa SMP

This research aims to describe the validity, practicality, and effectiveness of digital flipbook-based science e-modules to improve science literacy of junior high school students. This form of development research, which was conducted at SMP Negeri 7 Jember with a total of 31 students in class VIII F, employed the ADDIE paradigm (Analyze, Design, Develop, Implement, and Evaluate). Interviews, observations, questionnaires, tests, and documentation are all used as data gathering strategies. Research instruments include validation sheets, learning implementation observation sheets, pre-test and post-test inquiries, and student response questionnaire sheets. With a very valid category, the product validity values are 88%. Results for product practicality during learning are 94% in the category of being highly practical. Based on a review of the N-gain, product efficacy results fell into the high category at 0.84, and the findings of the student response questionnaire fell into the good area at 76%. The results of this research indicate that the developed digital flipbook-based Science e-module is valid, practical, effective, and appropriate for improving students' science literacy in science learning in junior high schools.

Development of Critical Thinking Skills Based Handout on the Topic of the Human Respiratory System to Improve Science Literacy in Junior High School Students

This research focuses on developing handout teaching materials based on critical thinking skills to enhance students' scientific literacy. The study employed the RD development method, along with the ADDIE model. The research subjects included material and media validators, science teachers, and eighth-grade of Junior high school students. The research utilized validation forms, questionnaire responses, pretest, and posttest as instruments. Data analysis techniques involved percentage equation, independent sample t-test, N-gain test, and effect size test. The results indicated that the handouts' quality, as assessed by material validators, was 92.31%, while media validators reported a score of 90.89%, placing both categories in the very decent range. There was a significant difference in average learning outcomes between students who utilize handouts and those who did not. The increase in scientific literacy ability was 0.7, indicating a high category, and the effect size of using handouts is 2.8, denoting a large category. Consequently, handout teaching materials based on critical thinking skills are deemed suitable for improving students' scientific literacy.

Development of Learning Tools Oriented to the BRADeR Learning Model to Facilitate Teachers in Teaching Science Literacy

Literacy in science is one of the essential skills needed by students in the 21st century. Teachers require science literacy-based instructional tools to enhance students' science literacy skills. One alternative learning model to improve science literacy skills is the BRADeR learning model. However, there is currently a lack of instructional tools based on the BRADeR learning model. This study aims to determine the validity and feasibility of the instructional tools developed oriented towards the BRADeR learning model to facilitate teachers in teaching science literacy. This research and development study adopts the model proposed by Borg & Gall. The development model consists of three phases: preliminary research, development or prototyping, and assessment phase. Data collection methods for validity and reliability use the Focus Group Discussion (FGD) method, and observation is conducted for lesson feasibility. The developed instructional tools include syllabi, lesson plans, student textbooks, student activity sheets, and science literacy skill tests. The validity of the instructional tools is assessed based on format, content, presentation feasibility, and language for each component. Reliability is analyzed using the percentage of agreement. To determine the ease of use for teachers in implementing the developed tools, the feasibility of lessons conducted by teachers in the classroom is observed. The results of the validity assessment by science education experts indicate that all BRADeR-oriented instructional tools developed fall into the highly valid and reliable category. Observations on the feasibility of lessons conducted by teachers fall into the good category. Thus, it can be concluded that the BRADeR-oriented instructional tools developed can be used by teachers to teach science and enhance the science literacy skills of junior high school students.

Literature Review : Penggunaan Modul IPA Berbasis Etnosains untuk Meningkatkan Literasi Sains Pada Siswa SD

The development of the 2013 curriculum into an independent curriculum is the right way to respond to globalization. Science is one of the main subjects at the elementary level, but in its implementation it can be done separately, namely science and social studies. In reality, science subjects are less desirable, students are not interested and consider science subjects difficult to learn. Thus, at least teachers offer alternative ways to improve students' abilities by emphasizing lessons related to everyday life or culture, namely with ethnoscience, which aims to attract students' interest in learning. This study aims to analyze the use of ethnoscience-based science modules to improve science literacy in elementary school students. The method used is in the form of literature review. By looking for references to at least six articles in journals that are analyzed in inclusion and exclusion so that they are referenced in accordance with the goals to be achieved, especially with the help of Harzing's Publish or Perrish application and VOSViewer based on Google schoolar. From the results of the data collection, 200 articles were filtered and re-selected to produce 4 articles which were the results of selection according to more in-depth inclusion and exclusion criteria including titles, abstracts and discussion content. Based on the results of the analysis, no research results were found related to the use of ethnoscience-based science modules that can improve science literacy in elementary school students, and the lack of discussion words on VOSViewer that appeared and was less related to the research discussion. Thus, it can be concluded that the use of the IPA module is less of a trend in 2018-2023. Meanwhile, in terms of the feasibility of ethnoscience-based science modules, there is nothing to prove that the mod is feasible for elementary school students, because there is no suitability of scientific articles found, so further research is still needed regarding validity, practicality, and effectiveness. Thus, based on the results of this study, it can be a good opportunity for new researchers to conduct research on the topic to be a reference for researchers and teachers.

Application of STEM-PjBL Based Chemistry Module to Improve Science Literacy and Student Learning Motivation

The purpose of this study is to determine the application of the use of STEM-PjBl-based chemistry modules in improving science literacy and student learning motivation. The subjects of this study were 2nd semester students in the 2022/2023 academic year who attended general chemistry lectures on the topic of organic compounds. There are 92 students divided into 3 classes. The research method uses a quantitative approach with a quasi-experimental design in the form of a one group pretest and posttest design. The instruments used in the study were science literacy test and learning motivation questionnaire. The research data were analyzed statistically and descriptive statistics including the calculation of N-Gain and percentage. Based on the results of data analysis, the increase in student science literacy was 0.46 with moderate criteria. Science literacy skills that increased significantly were in the aspect of explaining scientific phenomena by 81%. The application of STEM-PjBL-based chemistry modules also increases student learning motivation with an average of 76% before learning to 87% after learning. It can be concluded that using STEM-PjBl-based chemistry modules can help students improve science literacy and learning motivation in organic compound materials.

Pengembangan Web Interaktif "Hai Si IPA" Untuk Meningkatkan Literasi Sains Di Sekolah Dasar

The key to students facing challenges in the 21st century is insight and skills in science literacy. In Indonesian elementary schools, it is noted that students' science literacy is still not maximally utilizing digital technology to learn science and science learning outcomes are still low. Based on the results of observations and interviews in elementary schools, it was found that blog teaching materials had never been used on ecosystem material, so the researcher's goal was to develop a blog teaching material "Hi Si IPA to improve the science literacy of grade V elementary school students. This research uses the ADDIE model (Analysis- Design- Development -Implement -Evaluate). Quantitative data analysis in the form of numbers from the results of expert validation of teaching materials, questionnaires of attractiveness, practicality, effectiveness, namely pretests and posttests. While qualitative data analysis is in the form of criticism and suggestions by teaching material experts, teachers, and students. The results of teaching material expert validation are 81% with very valid criteria. The trial of the "Hi Si IPA" blog in a small group of 5 students with a questionnaire of students' initial knowledge and a pretest questionnaire the results were low, while the results of the student interest questionnaire were 89% with very interesting criteria. The field trial was 25 students in class V, the results of the student and teacher practicality questionnaire were 88.5%. Analysis of the increase in science literacy using the normality gain test from the pretest and posttest results of students was found to increase 84% with high criteria. So that the blog "Hi Si IPA" is feasible to use, attracts students' interest, is practical for learning, and can improve science literacy.

Pemanfaatan Sambiloto Untuk Meningkatkan Kemampuan Literasi Sains Siswa Kelas XII IPA MAN 4 Pesisir Selatan

This article aims to improve the science literacy skills of students of class XII IPA MAN 4 Pesisir Selatan through testing the content of chemical compounds contained in the sambiloto plant (Andrographis paniculata). Students of class XII IPA MAN 4 Pesisir Selatan are expected to improve science literacy skills by processing information related to the sambiloto plant into a scientific fact. The research method used is descriptive qualitative method with experimental research type. Qualitative experimental data were obtained from the results of the author's experiments for approximately two months in the science laboratory of MAN 4 Pesisir Selatan. The data analysis technique in this study is to see how the flavonoid compounds contained in sambiloto leaves are believed to have a good impact on the human body and testing the science literacy skills of XII science students of MAN 4 Pesisir Selatan. Based on the research that has been done, it is proven that the science literacy skills of students in class XII IPA MAN 4 Pesisir Selatan increased by 83.3% with a good category. So it can be concluded that the research conducted can improve the science literacy skills of students of class XII IPA MAN 4 Pesisir Selatan.

Implementation of Problem-Based Learning Model based on Differentiated Learning to Improve Science Literacy Skills and Student Activities

Scientific literacy skills are a person's ability to understand and construct scientific concepts so that they can apply them scientifically to respond to environmental issues and solve their problems. This skill is essential to train students so that students are more involved and active in learning. The low level of scientific literacy skills and student activity is a problem that is often faced by Indonesian teachers. This study aims to improve scientific literacy skills and student activity through problem-based learning based on a differentiated learning approach. This type of research is Classroom Action Research (CAR), which consists of four stages: planning, action, observation, and reflection. Data collection techniques in this study are observation and tests. The research instrument was an observation sheet to determine student learning activities, while a test sheet was used to determine students' literacy skills. Based on the study's results, it showed an increase in scientific literacy skills and student activity in each cycle. This can be seen from the N-gain value of the first cycle (0.63) and the second cycle (0.71), and the average of student activity in the first cycle (70.32%) and the second cycle (88.44%). Thus, it can be concluded that the implementation of problem-based learning based on a differentiated learning approach can improve scientific literacy skills and student activity.

The Development Of Science Literacy Based Digital Teaching Materials To Improve Students Critical Thinking On The Sub Matter Of Energy Flow And Biogeochemical Cycles

This study aims to develop science literacy-based digital teaching materials that are feasible, practical, and effective for improving students' critical thinking on the sub-materials of energy flow and biogeochemical cycles. This type of research is research and development (RnD). The method used in research and development refers to the ADDIE development model. The population in this study were students in grades XI Mipa and X SMA Negeri 15 Semarang in the 2022/2023 academic year. MIPA 7 for small-scale trials and 60 students from each of 30 students X-1 and X-2. The data collection techniques used were interviews, questionnaires and tests. Based on data analysis, the feasibility test results of science literacy-based digital teaching materials by material experts amounted to 85% and media experts amounted to 82%. The results of the practicality test analysis by teachers in both scale trials were 90% and the results of the practicality test analysis by students in both scale trials were 84%. From all the results of the analysis, it is included in the category of very feasible and practical. To determine the effectiveness of science literacy-based digital teaching materials, pretests and posttests in classes X-1 and X-2 were conducted and then calculated using the N-Gain test based on aspects. The results of the N-Gain test for the science literacy aspect in both classes were 0.64% and the N-Gain test for the critical thinking ability aspect in both classes was 0.62%. This shows that classes X-1 and X-2 on improving science literacy and critical thinking skills are at moderate criteria. It can be concluded that the use of science literacy-based digital teaching materials is effective for improving students critical thinking skills in the sub-materials of energy flow and biogeochemical cycles.

STEM-based PjBL Learning Model with Manggaraians Indigenous Science Content to Improve Science Literacy: is it Effective?

This study aims to develop the effectiveness of the STEM-based PjBL (Project-Based Learning) model which incorporates Manggarai indigenous knowledge content to increase scientific literacy in elementary school students. The target population of this study were elementary school students in Langke Rembong District, Manggarai Regency. The research follows the Borg & Gall model for research and development. Data collection included administering scientific literacy tests to assess students' knowledge, attitudes, and competencies related to original science content. To assess the effectiveness of the STEM-based PjBL model, an ANOVA test was used to compare the literacy level of science students who took innovative models with students who took conventional learning. The results of hypothesis testing show that the STEM-based PjBL model has proven effective in increasing scientific literacy in various dimensions, including students' content knowledge, contextual understanding, attitudes towards science, and competency in applying scientific concepts. Notably, after implementing the product trials, significant differences in scientific literacy were observed between students who were exposed to STEM-based PjBL-based models and those who followed conventional teaching methods. These findings underscore the potential of the STEM-based PjBL approach, combined with native Manggarai science content, as an effective means of increasing science literacy among elementary school students.

Content Accuracy and Recency of TPACK-Based Physics Textbooks on Work and Energy Materials to Improve Science Literacy of High School Students

TPACK-based textbooks are reference books containing a collection of material from certain branches of knowledge that are presented comprehensively using a combination of pedagogic technologies and content that are applied according to the learning context. Scientific literacy is the scientific ability possessed by students to solve various kinds of problems and explain scientific phenomena scientifically. Work and energy are physics materials closely related to students' daily lives. The method used for this research is to use research and development research and development methods. Based on the results of the latest and contextual material validation on the suitability of the material with the latest scientific developments, validator one scores four, and validator two scores 4. The 100% percentage results that meet the criteria are very valid. From the results of the validation assessment in terms of the average rating of each validator for the two validators, an average percentage result of 87.49% is obtained with very valid criteria. This shows that the TPACK-based physics textbook on the subject matter of work and energy is appropriate to be used as an Electronic School Book aid for students in understanding and mastering material about work and energy.

Development of Project Based Learning With STEAM Approach Model in Improving the Science Literacy Ability of High School Students

Facing today's 21st century learning, teachers need to foster science literacy and consider learning strategies that are appropriate to the conditions and potential of learners. This study aims to develop a PjBL with STEAM approach model in improving science literacy ability of high school students. This study is a development research with the Borg Gall development model. The sample of this study was class X students of SMAN 2 Selong, totaling 35 students. The instruments used to collect data include guidelines for validating learning design, practicality questionnaires and science literacy ability tests on ecosystem materials. The data analysis used in this study used descriptive analysis. Based on the validation analysis, the products developed are included in the valid category indicated by the average score of product validation by 3 experts, namely linguists, material experts and learning technology experts successively 83.91; 84.64 and 83.73. Similarly, in terms of practicality, the products developed are also classified as practical with an average practicality score of 82.63. The product is also classified as effective with a percentage of effectiveness of 88.57%. The product developed has a potential effect in the high category to improve science literacy ability on ecosystem materials with an N-Gain of 0.76