Scientific Literacy Of Students Research Articles

Development of Learning E-Modules Based on Contextual Teaching and Learning on the Material of Changing the Form of Energy to Improve Students' Science Literacy

The low science literacy of students is caused by the lack of utilization of technology in learning activities such as the use of teaching materials. One way to improve students' science literacy is to develop innovative learning materials such as learning e-modules. This study aims to produce contextual teaching and learning-based learning e-modules on IPAS Phase B learning, material for changing the form of energy to improve the science literacy of students in elementary school. This research is a type of Research and Development (R&D) research, the development was carried out referring to the Borg & Gall theory. Data collection tools use valid and reliable test instruments. Based on the results of the material, media and language expert validation test of the validity of the contextual teaching and learning-based learning e-module product obtained an average value of 0.813 with decent criteria. Furthermore, the results of the educator's response test to the contextual teaching and learning-based learning e-module users obtained 86.88 with very practical criteria, while the response of students obtained an average value of 97.59 with very practical criteria. Then the results of the data effectiveness test using the paired t-test with the calculation result of 0.000 < 005 means that there is a significant difference between before being given treatment with contextual teaching and learning-based learning e-modules and after being given the treatment. Based on the data obtained from the results of the study, it can be concluded that the contextual teaching and learning-based learning e-module on the material of changing the form of energy is valid, practical, and effective to improve the science literacy of students in elementary schools

Development of the Acid-Base Module Based on Problem Based Learning with Ethnochemisty to Improve Students Science Literacy Ability

This study aims to produce an acid-base module based on ethnochemical problem-based learning to improve students' scientific literacy skills, analyze the validity and practicality of the module and analyze the effectiveness of the acid-base module based on ethnochemical problem-based learning to improve students' scientific literacy skills. The type of research used is Research and Development (R&D) with a 4-D development model. The 4-D development model consists of 4 stages of development, namely define, design, develop and disseminate. The research instruments used are interview sheets, questionnaires, validation instruments, practicality instruments and effectiveness instruments. The validity test uses the Aiken's V formula. The results of the construct and content validity tests were 0.88 and 0.89 with a valid category. The results of the module practicality test carried out by teachers and students were 91.25% and 90.65% with a very practical category. The effectiveness test of the module was carried out using the N-Gain test and obtained a result of 0.71 in the high category. The results of the study indicate that a valid, practical and effective acid-base module based on ethnochemical problem-based learning has been obtained in improving students' scientific literacy skills.

Enhancing Students’ Science Literacy through Megedong-Gedongan: A Balinese Local Culture-based Flipbook

This study investigates the effectiveness of the Balinese megedong-gedongan local culture-based flipbook in enhancing science literacy among students. This research aims to increase scientific literacy through flipbooks based on Balinese culture, especially megedong-gedongan. Mastery of scientific literacy opens the door to various job opportunities in science, technology, and innovation. In the digital and knowledge-based era, the demand for human resources with a strong understanding of science and technology continues to increase. Employing a classroom action research methodology, the study involved 47 Biology and Marine Affairs students at the Ganesha University of Education, Indonesia. The study used a valid and reliable scientific literacy test as an instrument. The results reveal that the Bali megedong-gedongan flipbook effectively improved science literacy. This is evidenced by a significant increase in student science test scores after using the flipbook. The data analysis results show that using megedong-gedongan Balinese culture-based flipbooks can significantly increase student scientific literacy. In addition, students more easily relate learning material to their daily lives, which impacts increasing scientific literacy. This research suggests that integrating local culture into science teaching materials can effectively increase scientific literacy among students.

Analysis of Indonesian Students Scientific Literacy Ability in Chemistry Learning: A Systematic Literature Review

This study aims to examine the results of the analysis of scientific literacy abilities of Indonesian students in chemistry learning. The method used is Systematic Literature Review (SLR), which consists of five stages, namely question formulation, locating studies, study selection and evaluation, analysis and synthesis, reporting and using the results. Based on a study of 15 reputable journals indexed scopus (International Journal) and sinta (National Journal), the scientific literacy abilities of Indonesian students at the high school level and the education of prospective teachers are in the sufficient category, but there are still many who are in the low category. This is because students are not familiar with scientific literacy questions and learning which rarely trains individuals to make arguments based on observations or investigations, making it difficult for them to work on questions that require an analysis of existing scientific evidence or facts. Therefore, it is necessary to make efforts to improve scientific literacy skills through the application of learning models that train the ability to apply scientific knowledge that has been obtained in solving problems in everyday life. Problem-based learning models, ethnoscience-based learning, contextual-based guided inquiry learning, and also project-based learning.

Development of Differentiated E-LKPD Integrated with PjBL-STEM to Improve Students Science Literacy

This study aims to test the effectiveness of integrated differentiated PjBl-STEM e-LKPD to improve science literacy. This research method uses the ADDIE R&D model. Classes IX.A, IX.B, IX.C, and IX.D at SMPN 1 Tanjung Bintang became the research sample with purposive sampling. The data analysis technique used the independent sample t-test and ANOVA. Based on expert validation, the percentage of content suitability aspects was 96.42%, construction suitability 96.25% and readability 90%. The average percentage of teacher responses to the content aspect was 95%, readability 93.75%, and attractiveness 98.75%, as well as the results of observations of learning implementation 77.4%, and reflection questionnaires with high criteria. In addition, the percentage of student responses to the readability aspect was 86.25% and attractiveness 90%. Based on these results, the developed e-LKPD is valid and practical with a very high category. The results of the t-test stated that there was a significant difference in the average scientific literacy of students between the control and experimental classes. The results of the ANOVA test stated that there was no effect of using e-LKPD with visual, kinesthetic, and auditory learning styles in improving scientific literacy because the e-LKPD developed had accommodated the needs of all students.

Implementation of Environmental Education Based on Madura Local Wisdom to Increase Student Scientific Literacy

Environmental Education is a lecture process that provides insight to students regarding the understanding and awareness of the environment as a means of sustainable development. Environmental education lectures can be used as a means to improve students' science literacy skills. Science literacy skills can increase in learning associated with local wisdom. Local wisdom has an important relationship with education, this is important for the development of education, so the educational process must be conducive to connecting learning with the environment. Therefore, local wisdom needs to be associated with learning, one of which is with environmental education lectures. The purpose of this research is to improve students' science literacy skills applied to Environmental Education lectures based on Madura local wisdom. This research is a quantitative descriptive research. Data collection techniques include observation, interviews, documentation and tests. Then, the data obtained was analyzed using quantitative descriptive data analysis. The results showed that science literacy in the science process domain for indicators identified scientific problems by 7.6%, explained scientific phenomena by 7.4%, and used scientific evidence by 66%. The achievement of science literacy in the science content domain was 78% (good category). Science literacy in the realm of students' attitudes towards science as a whole reached 76.3% (good category). The average result of students' overall science literacy achievement was 72% (sufficient category). Based on the results of the study, it can be concluded that research on the Implementation of Environmental Education Lectures Based on Madura Local Wisdom to Improve Student Scientific Literacy can improve students' science literacy skills and teach environmental conservation and local wisdom on Madura Island

The Effect Of Learning Media Management And Self-Motivation On Science Literacy Ability

The basis of this paper is the teacher's ability to manage the learning media used during learning because it is an important component in delivering teaching materials. Learning objectives can be effectively achieved if teachers can manage the media needs of each teaching material and use it appropriately. The post-pandemic learning process is felt to be less meaningful and tends to be boring for students, so teachers must be able to innovate in choosing and creating learning media that can motivate students to learn. This study aims to determine the benefits and effects of using "KARCIL" media in improving the science literacy of students of Madrasah Tsanawiyah. The focus of the paper lies in the use of "KARCIL" media in Natural Sciences (IPA) subjects with a quantitative approach of the field research model through interviews and observations and the distribution of questionnaires to students used as samples. The results of the study obtained were (1) There was a significant influence between the use of "KARCIL" media on science literacy skills students, amounting to 0.001 with a confidence level of 10%, (2) There was a significant influence between self-motivation and science literacy ability of 0.011 with a confidence level of 10% and (3) There is a significant influence between the value of the coefficient of determination for the Nagelkerke model of 64% and 36% influenced by other factors that are not studied. From the results of the study, it can be concluded that good management of learning media and appropriate use by teachers can improve students' literacy ability and learning achievement.

Exploring the Intersection of Paleontology and Sustainability: Enhancing Scientific Literacy in Spanish Secondary School Students

This study aims to assess the knowledge of geology and sustainability among 14- and 15-year-old secondary school students in Spain and to evaluate the effectiveness of active experiential methodologies in improving academic performance in these subjects. Involving 132 students, we used pre-test and post-test questionnaires for data collection, with both control and experimental groups. Our findings showed that integrating Earth history, the Sustainable Development Goals (SDGs), and public speaking enhances scientific literacy by fostering problem-solving and interdisciplinary understanding. The study highlights the importance of integrating scientific methods, revealing a preference for experimental approaches over traditional methods among students; however, when the results are analyzed independently by topic, similar results are obtained with active and traditional teaching methodologies. Therefore, a holistic and flexible approach not only meets the requirements of modern curricula but also helps students address complex global challenges.

Literature Review: Analisis Multimedia untuk Meningkatkan Kemampuan Literasi Sains Peserta Didik

PISA results show that Indonesia's science literacy skills are low, so a solution is needed to fix the problem. This study aims to analyze the role of multimedia in improving students' science literacy skills. The method used is by collecting literature review data and then reviewing information from the data that has been collected. Based on the results of this study, it was found that multimedia can improve students' science literacy skills in both the “High” and “Medium” categories, so the use of multimedia in the learning process is considered important to improve students science literacy skills. Text, images, audio, animation, and video contained in multimedia can facilitate students in understanding the material, stimulate students' thinking skills, and create active learning.

Assessing the Scientific Literacy in Agriculture of Secondary Agricultural Education Students – An Exploratory Study

This descriptive study explored the science literacy of secondary agricultural education students in the context of Genetically Modified Organisms (GMO). Forty-nine students from [State] were asked of their opinion of GMO products and were then asked to provide a description of how genetic modification occurred. The interviews were recorded and then observed in order to determine students’ dimension of scientific literacy as defined by Bybee (1997). A criterion-referenced exam was also administered to assess student’s knowledge of GMOs. It was found that students had very little knowledge in both the agriculture and science of GMOs. The overwhelming majority expressed they would consume GMO products, but had an invalid, or no, theory to support that decision. These results are alarming when viewed in relation to the multitude of research indicating that agriculture, as the context for science, leads to critical thinking and depth of understanding. It was recommended that teachers of both science and agriculture focus more on the application of key concepts to develop critical thinking and scientific literacy.

RADEC (Read-Answer-Discuss-Explain And Create) as a New Learning Model in Indonesia: How Does it Impact on the Science Literacy of Primary School Students?

RADEC (Read-Answer-Discuss-Explain And Create) as a New Learning Model in Indonesia: How Does it Impact on the Science Literacy of Primary School Students?

Peningkatan Literasi Sains Melalui Pendekatan Brain-Based Learning: Penelitian Tindakan Kelas

The aim of this study is to improve the science literacy of elementary school students using a brain-based learning approach. The major problems found in this study include the inability of students to answer scientific questions relevant to real life, their inability to identify and interpret scientific texts, and their inabilidade to apply knowledge in everyday life. Brain-based learning methods were chosen because they were based on the principle of brain work. It is expected that this approach will help students become more interested and interested in studying Natural Sciences (IPA). Class Action Research (PTK), which consists of various action cycles, is used. Planning, implementation, observation, and reflection are phases that are included in each cycle. Data is collected through science literacy assessment using essays and observations. Content, context, high-level thinking, and affective aspects are the literacy components studied. The study involved 30 students who were in the fifth grade of primary school. Students are better at identifying and interpreting scientific texts, answering scientific questions that are relevant to everyday life, and applying their knowledge to daily life. In addition, observations of student learning activity also show that students are more engaged and involved in the learning process. Students are more involved in discussions, questions, and experimental activities designed based on brain-based learning. In conclusion, the Brain- Based Learning approach is effective in improving students' science literacy.

Development of Independent Curriculum Learning Tools to Increase 5th Grade Student Activeness and Science Literacy

Development of independent curriculum learning tools in the form of teaching modules. The development of teaching modules aims to develop competencies that cover the cognitive, psychomotor and affective domains. This research aims to develop a teaching module by applying the Project Based Learning (PjBL) learning model to increase the activeness and scientific literacy of class V students. The type of research used is research and development with the research model developed being the Borg and Gall model. The product developed is a teaching module. Data collection is carried out through device validation sheets. Data analysis was carried out using qualitative and quantitative methods. The validity results obtained show that the teaching module with an overall average of 91.43% is in very valid criteria. The teacher's ability and student responses show good grades so that it can be said that the teaching module used meets the practicality criteria. The normality test on the use of teaching modules with the application of Project Based Learning (PjBL) shows an increase in students' scientific literacy abilities in experimental or treatment classes, so that the teaching modules used meet practicality criteria. Keywords: Independent Curriculum, Project Based Learning, Scientific Literacy

Preliminary Developing PBL-ESDG Learning Tools on Global Warming Topics: Needed to Train Earth Science Literacy and Student Creativity

This research aims to analyze the preliminary development process of Problem-Based Learning (PBL) learning tools integrated with Education Sustainable Development Goals (ESDG) on the topic of global warming which aims to train students' earth science literacy and creativity. 3D research design (define, design, develop) is used as a type of initial development research which is an adaptation of 4D design. This research used a validation sheet instrument with assessment indicators in the form of content assessment criteria, presentation criteria, and language criteria. The results of the assessment by 3 experts (2 experts in physics learning instrument development and 1 high school physics learning instructor expert) were analyzed using the percentage of agreement. The research results showed that the entire learning tool was declared valid for each construct, content, and presentation criteria with several improvements. At the development stage, there are improvements to input and suggestions from validators so that the learning tools used are better. Thus, this learning tool can be used for learning to train creativity and earth science literacy for high school students. The recommendation for further research is that this tool can be used as a reference in developing learning tools and implemented in learning on the topic of global warming for high school students level

Students Science Literacy Differences Based on Gender Using Project Based Learning Model

Science literacy has become one of the skills needed to prepare a young generation that is adaptive to the advances of science and technology in the 21st century. According to research by some experts, the literacy of science students in Indonesia is still low. The reason for the poor science literacy of students is that they are not activated continuously in the learning process. Therefore, there is a need for the application of innovative learning models, one of which is the project-based learning (PjBL) model. The PjBL model phase is useful to train students to be responsible for their own learning and develop their ability to think systematically. The gender of students, consisting of men and women, is important to note because it relates to several things, including thinking skills, decision-making, and the ability to draw conclusions. All these abilities are supportive factors of student science literacy, so it is necessary to conduct a study of differential science literacy by differentiating the gender of students. The research was conducted at SMAN 7 Mataram Nusa Tenggara West (NTB) with quasi-experiments. The subject of the study is class X students, consisting of 5 parallel classes, with a total number of 126 people (44 males and 82 females). The free variable in research is the PjBL model, and the bound variable is science literacy. Research instruments for science literacy use essay questions. The results of the study showed that the average science literacy of female students is 55.99; this figure is higher than the male literacy score of 53.03. Furthermore, the Anova test result shows that the significance value at the level of 5% is 0.62 ≥ 0.05, so it can be concluded that there is no significant difference in the literacy value of male and female science students after learning using the PjBL model.

+Ciencia: a training program to increase evidence-based science communication and literacy for Hispanic high school and undergraduate students.

Science misinformation represents a significant challenge for the scientific community. Hispanic communities are particularly vulnerable due to language barriers and the lack of accessible information in Spanish. We identified that a key step toward enhancing the accessibility of information for non-native English-speaking communities involves imparting science communication education and training to Hispanic youth. Our goal was to provide them with the skills to become science ambassadors who can effectively engage with their communities and bridge communication gaps. To address this, we developed the first science communication training program in Spanish for Hispanic high school and undergraduate students in Puerto Rico. The program called +Ciencia aims to provide training and education on science communication for Hispanic minorities through experiential and collaborative learning. In the short term, our multifaceted approach works to counter misinformation and promote science literacy within the broader community. Over the long term, our grassroots efforts with students will evolve into a generation of professionals equipped with strong engagement skills and comprehensive training in science communication with a specific focus on Hispanic audiences. Herein, we describe the components of this educational program and provide open access to educational materials and articles developed by three cohorts.

Pengembangan Bahan Ajar Perubahan Iklim Berbasis Literasi Sains Bermuatan Karakter Rasa Ingin Tahu Peserta Didik SMP

This study aims to describe the validity of climate change teaching materials based on science literacy and curiosity character of junior high school students. The research method used is research and development (R&D) through the modified four-D (4 D) model. This modul development procedure includes three stages, whisch are define, design and develop. The subjects of this research and development include 5 expert validators. The type of data obtained is quantitative data in the formdof product validation questionnaire scores. The results of research and development of junior high school science teaching materials based on science literacy and characterised by curiosity on the topic of climate change by expert validators obtained validity results with a total of 0.90 with valid criteria. This is reviewed from three aspects: (1) content feasibility scored 0.90 with valid criteria, (2) presentation feasibility aspect scored 0.88 with valid criteria, (3) linguistic feasibility aspect scored 0.92 with valid criteria. So it can be concluded from all the validity tests that the teaching materials developed are classified as valid criteria.

Improving the Science Literacy Ability of Middle Level School Students Through Extracurricular Management of Science and Self-Efficacy

The basic premise of this article is the importance of extracurricular science activities for students and the self-efficacy that exists in each individual learner. Both can be important factors in achieving learning goals at school. Learning objectives can be achieved effectively if the school provides the best programs and curriculum according to the character development of its students, so teachers must play their role actively, creatively and competently in managing the learning process in the classroom. This research aims to determine the influicer of school-programmed science extracurricular management and self-efficacy to improve scientific literacy skills in middle level students. The focus of the research lies in the level of influicer of science management and self-efficacy in improving scientific literacy skills in Natural Sciences subjects using a quantitative approach to the field research model through interviews, observations and distributing questionnaires to students used as samples. The findings from the research results are (1) There is a significant influence between good science extracurricular management and increased scientific literacy in students, amounting to 0.005 with a confidence value of 5% (2) There is a significant influence between self-efficacy and increased scientific literacy of 0.002 with a confidence value of 5% and (3) The level of effectiveness of these two factors can be seen from the determination valueNagelkerkeamounted to 83.4% and can be said to have a high level of effectiveness, while 16.6% there were other factors that were not included in this research.

Implementation of the Process Oriented Guided Inquiry Learning With Socioscientific Issues of Environmental Pollution to Improve Student Scientific Literacy

This study aimed to analyze the implementation of the Process Oriented Guided Inquiry Learning (POGIL) model with the Socioscientific Issues (SSI) of environmental pollution in an effort to improve students’ scientific knowledge. The population in this research was 53 grade VII students at a junior high school in Bandung. The research used a quasi-experimental design with 24 multiple choice questions as the research instrument. The experimental group was taught through the POGIL model with the SSI context, while the control group was taught through a scientific approach. Based on data analysis, the n-gain category of scientific knowledge of the experimental class in content knowledge, procedural, and epistemic domains were dominant in the medium category of 50%, high of 46%, and high of 73%. The n-gain category of the control class in content knowledge, procedural, and epistemic domains was dominant in the low category of 52%, low of 41% and high of 67%. The result obtained from the t-test on normal and homogenous data showed that there was a significant difference. Based on the data analysis, the scientific literacy skill of students who received POGIL with SSI was better than students who received the scientific approach, and the attainment of students’ scientific knowledge domains was in the high category. Keywords: implementation, inquiry learning, socioscientific issues, environmental pollution, student Literacy

The Effect of Chemistry Teaching Materials on Scientific Literacy and Critical Reasoning in SMA Negeri Langsa

Scientific literacy is the ability to understand the concepts and processes of science and to use science to solve problems of everyday life. The 21st century demands education to facilitate science literacy in students. However, early observations at SMA Negeri Langsa found that the literacy of students in science was still low, as well as critical. The school has provided complete facilities and has additional textbooks in addition to Chemistry. However, the chemistry materials used are still based on theory. So, this research was carried out to analyze the influence of chemistry teaching materials on science literacy and criticism of students. The method used was design with one-group type pretest-post-test, so there was only one group of samples in this study, the students of the 12th grade MIA-2 consisting of 32 people. The data collection techniques used are tests and observation sheets. Data analysis in this study is descriptive statistics and inferential statistics. The results show that (1) Chemistry teaching materials significantly influence scientific literacy with a percentage of influence of 89.90% and (2) Chemistry teachings also affect critical reasoning significantly with an influence rate of 87.90%. The chemistry learning materials used in this study are LKPD (Learners' Worksheet) designed using liveworksheet. Thus, the study recommends that teachers and other researchers use chemistries that support scientific literacy and are critical, such as worksheet.