Scientific Literacy Of Students Research Articles

Improving Students' Collaboration Ability and Scientific Literacy through the Group Investigation Type Cooperative Learning Model

Many factors influence scientific literacy, including students' lack of activeness and interest in reading in the learning process. Based on the observations, it was found that students' collaboration abilities still needed to be higher, with a percentage of 60% not understanding collaboration. This is because students are less active in communicating and interacting, and the learning model applied by teachers needs to be more creative and innovative. This research examines the effect of the Group Investigation (GI) type cooperative learning model on the collaboration abilities and scientific literacy of fifth-grade elementary school students. The type of research carried out was experimental research, with a nonequivalent pre-test and post-test control group design. The population of this study was 133 students. The sample in this study involved 19 students in the experimental class and 18 students in the control class. Collaboration ability data was collected using questionnaire instruments and test instruments in the form of objective questions for scientific literacy. Next, the data was analyzed using descriptive and inferential statistical techniques (t-test and Manova). Based on the t-test analysis, it was found that simultaneously, the GI-type cooperative learning model influenced students' collaboration abilities and scientific literacy. Based on descriptive analysis, the average score of the experimental group was more significant than the average score of the control group. The GI type cooperative learning model influences collaboration skills and scientific literacy.

Portraits of Scientific Inquiry and Scientific Literacy Skills Development in Students

Parental involvement generally occurs in elementary school and begins to diminish in middle school. Enlisting parental involvement in high school science is particularly challenging given parents tend to lack their own competencies in terms of scientific knowledge while simultaneously beginning to afford students increased independence. Research was conducted for employing active, meaningful constructivist-grounded parental involvement in high school science. Students participated in constructivist science learning activities with parents that utilized a facet of involvement strategies and socially supportive practices. Parents actively participated and communicated with students during science investigations via collaborative inquiry-based activities, self-assessments, and dialogue journaling. Parents and students participated in interviews, surveys, and questionnaires, as well as maintained dialogue journals for identifying themes. Triangulation of data identified the most effective strategies for involving parents in science learning and the impact of involvement on the development of student scientific inquiry and scientific literacy skills. Data indicated an increase in the development of scientific inquiry and scientific literacy skills in both parents and students, as well as student social, emotional achievement.

Development and validation of an instrument for assessing scientific literacy from junior to senior high school

Assessing students' scientific literacy is necessary for science education policy, accountability and curriculum design and implementation, and there is a need for a valid, reliable and easy to use measurement instrument by local education authorities. Based on the definition and assessment framework of scientific literacy of PISA, a scientific literacy assessment instrument for junior high school and senior high school students was developed. The Rasch model was used to establish evidence for the validity and reliability of measures of the instrument. The results showed that the instrument measures met the validity and reliability expectations. Student scientific achievement levels were defined into four levels of Excellent, Advanced, Proficient and Basic using the Bookmarking method. The instrument can be used to assess student scientific literacy change from junior high school through high school to inform science education policy, accountability as well as curriculum design and implementation at local education levels.

Research Globally, Learn Globally: An Innovative Course-Based Research Project Through Collaborative Online International Learning (COIL) Among Nutrition Students From American and Mexican Universities

The current article describes a 12-week course-based research project through Collaborative Online International Learning (COIL) among nutrition students from American and Mexican universities. Students were divided into small research teams, developed questionnaires, and conducted online surveys with college students in their home institutions. After a data collection period, each research team analyzed data and compared results between American and Mexican participants. Based on their study results, each research team developed a proposed 6-month nutrition intervention project for college students. Post-COIL project survey results demonstrate that students rated high in the areas of overall COIL experience, the duration and time of interaction in the COIL project, technologies, interaction with peers and professors, global and cultural competency, and overall satisfaction of the project. This research also highlights the importance of a course-based research project in student critical thinking skills and science literacy. Future research is needed to effectively evaluate the synergistic effects of COIL and a course-based research project on student learning across the globe.

Development of Wetland Ethnoscience E-Magazine Based on Scientific Critical Thinking Model to Improve Students' Critical Thinking Skills and Scientific Literacy

This research is based on students' low critical thinking skills and scientific literacy in their ability to absorb the subject matter. So to overcome these problems, and based on an initial needs analysis, an innovative learning resource was created in the form of an e-magazine which aims to facilitate the student learning process and improve students' critical thinking and science literacy skills. This research is a Research and Development (R & D) type of research to describe the validity of the Wetland Ethnoscience E-Magazine Based on the Scientific Critical Thinking (SCT) Model to be able to improve students' skills in terms of critical thinking skills and scientific literacy. The development model used is ADDIE, which consists of five stages: analysis, design, development, implementation, and evaluation. The results of research into the feasibility test of the product quality of E-Magazine Ethnoscience Wetlands Based on the SCT Model, which experts have validated, obtained an average validation score of 4.57, which is in the very valid criteria range. Based on this, the e-magazine is suitable and can be used in teaching and learning activities, especially in improving students' critical thinking skills and scientific literacy in chemistry learning.

Development of Minimum Competency Assessment (AKM) Model Test for Learning Biology Excretion System Materials for Measuring Science Literacy in SMA Negeri 1 Bandar

The results of the 2018 PISA study show that the ability of students in Indonesia in scientific literacy shows an average score of 389, so scientific literacy is still low. The Ministry of Education and Culture released the Independent Learning Program to replace the National Examination (UN) assessment system with a Minimum Competency Assessment (AKM) and character surveys. Therefore, it is necessary to develop AKM questions on the excretory system material to measure scientific literacy in students. The purpose of this study is to describe the characteristics of the AKM model questions, analyze differences in student learning outcomes and student responses related to the AKM model questions at SMA Negeri 1 Bandar, Batang Regency. This research refers to the development of questions according to Djemari Mardapi which consists of 7 stages that have been modified, The subjects of this study were students of class XI MIPA 4 (experimental class) and class XI MIPA 5 (control class). Analysis of the items on the test results of the AKM model test using Microsoft Excel software and SPSS v.19 software. That is to calculate validity, difficulty index, discriminating power and reliability estimation. Data on the results of differences in student learning averages were measured using a test instrument for the AKM model and student response data was measured using a questionnaire instrument. The results of the study obtained from 25 questions that were tested on students there were 23 valid questions and 2 invalid questions, the results of the difficulty level on the items obtained 12 very easy questions and 13 easy questions, the results of the differentiating power were in the good category and the results of the reliability estimation of items The questions are included in the very high category, and the results of the difference in the average learning outcomes in the experimental class and control class are 73.61> 61.44. The increase in the average learning outcomes of experimental and control class students in their scientific literacy skills was significantly different with an N-gain value of 58.28 > 25.08. The experimental class gave a very good response and the control class gave a good response to the development of the AKM model questions. Thus, it can be concluded that the development of the AKM model test questions can measure students' scientific literacy skills.

Student Uncertainty as a Pedagogical Resource (SUPeR) approach for developing a new era of science literacy: practicing and thinking like a scientist

Student Uncertainty as Pedagogical Resource (SUPeR) is a teaching approach that science teachers can use to promote student scientific literacy, practice, and learning. SUPeR helps students navigate scientific uncertainty to improve understanding of scientific concepts and phenomena. The SUPeR approach consists of four phases: (1) problematize a phenomenon, (2) material practice, (3) argumentative practice, and (4) reflection, transformation, and application. Three design principles are generated to guide how teachers implement the SUPeR approach: (1) engage students in writing and talking about conceptual and epistemic uncertainties; (2) write and talk to raise, maintain, reduce, and postpone scientific uncertainty; and (3) socially engage students to talk and write about uncertainty with peers while making claims and seeking evidence to reach a consensus understanding. A sixth-grade project-based learning unit that features the phenomena of solar panels is examined to illustrate how the SUPeR approach can be applied in designing a lesson plan. The SUPeR approach can be useful for teachers from different grade levels who are struggling to get their students to think “outside the box” and to practice like a scientist. Interviews from twelve science teachers recognized that the SUPeR is a powerful to (1) engage students in learning the new era of literacy, (2) help student use claims and evidence to negotiate their uncertainties, (3) motivate students to assume agency for learning science, and (4) support student to positively view their uncertainty as a resource to engage in scientific practice.

Analysis Validation of Modern Physics Learning Media Based on Smartphone Integrated Project Based Learning to Improve Students’ Creativity and Scientific Literacy

The development of modern physics learning media based on project based learning integrated with smartphones to increase students' creativity and scientific literacy has been successfully carried out. The aim of this development is to produce modern physics learning media based on project based learning integrated with smartphones that is valid to increase students' creativity and scientific literacy. The media development uses a 4D model which consists of four stages, namely: define, design, develop and disseminate. Based on the results of assessments by material experts, learning media experts and learning experts, it can be concluded that modern physics learning media based on project based learning integrated with smartphones is very suitable to be used as a learning media in increasing students' creativity and scientific literacy.

Science Literacy Assessment Instrument for Additives and Addictive Substances: Development, Validation, and Rasch Model Analysis

Science literacy is one of the areas of basic literacy that PISA focuses on. Science literacy is essence of learning in the 21st century. The purpose of this study is to develop and validate instruments to assess science literacy in the area of additives and addictive substances. The researcher refers to the modified PISA framework and Bloom's Revised Taxonomy. The developed instrument was tested for reliability and validity using the Aiken V method and the Rasch model. The research respondents consisted of 47 students from two junior high schools: a public school and a private school that has been accredited A. The results of the analysis showed that the instrument has validity. The results of the analysis showed that of the 25 items given there were 24 valid items, the resulting Cronbach's alpha value of 0.86 showed very good criteria, it can be concluded that the instrument has high validity and good reliability. This instrument is expected to be used to measure the quality of education and science literacy of students in Indonesia.

Exploring the association between non-specialised science teacher rates and student science literacy: an analysis of PISA data across 18 nations

ABSTRACT Out-of-field teaching is viewed as inferior to subject-specific instruction, but its impact on student outcomes varies depending on the criteria used for evaluation. The present study investigated the consequences of out-of-field teaching in science on different student outcomes on an international scale. Analyses were based on the sixth cycle of PISA data, using a subsample of N = 128,438 students (51% girls) and N = 27,819 teachers (44% women) from 4,037 schools in 18 countries. Results show that higher specialised science teachers rates in schools were linked to improved scientific literacy and students enjoyment. Science teachers with specialised science training in a school were associated with higher science competencies in students, while the impact on the enjoyment of science was smaller. However, the share of specialised teachers was not associated with students’ self-efficacy or perceived teaching practices. The findings suggest that specialised teachers are critical in positively influencing students’ literacy and enjoyment. Moreover, it informs policymakers and school administrators about the need to prioritise hiring specialised science teachers to improve the overall quality of science education. Further research is needed to understand how specialised teachers affect student outcomes and to identify other factors impacting science literacy.

The Effect of Using Ice Breaking on Learning Motivation of Elementary School Students in Learning Science

This research was conducted due to the low learning motivation of elementary school students in participating in class learning, especially in science learning. One of the causes of low learning motivation is the lack of interesting innovations in learning, so that students tend to get bored and bored in learning. This low motivation results in low scientific literacy abilities of students. This study aims to determine the effect of using ice breaking on students' learning motivation and scientific literacy abilities. This research was conducted in an elementary school in a district in West Sumatra. This type of research is quantitative in the form of a quasi-experimental design. The data analysis used quantitative analysis using the Paired Sample T-Test. Based on the pretest results, the average motivation score of the experimental class that applied Ice Breaking was 49.842 and the post-test motivation score of the experimental class was 82.631. Based on the results of hypothesis testing conducted with the Paired Sample T-Test, tcount = 3.8421 and ttable 2.028 with a significant level of 5%. Thus t'count = 3.8421 > ttable = 2.028, it can be concluded that there is an effect of using Ice Breaking on Learning Motivation of Elementary School Students in Learning Science.

Pengembangan Lembar Kerja Peserta Didik (LKPD) untuk Melatihkan Keterampilan Literasi Sains Peserta Didik pada Materi Asam Basa Kelas XI

This development research aims to describe the feasibility of a student worksheet on acid-base to train student's scientific literacy skills based on an analysis of validity, practicality, and effectiveness. This research uses Research and Development with a 4D model (Analysis, Design, Development, and Dissemination) but is limited to the development stage. Validity was obtained from the results of the assessment of 3 experts in chemistry education. The validity of the student worksheet is based on an assessment of the content, graphic, presentation, and linguistic aspects. The average score of the validity test results is 81%. Practicality and effectiveness data were obtained from a limited trial conducted in an Islamic school in Gresik Regency, East Java, on 27 students. At the trial stage, using the One Group Pretest-Posttest design. In the practicality test, it was observed from the student response questionnaire sheets and student activity sheets, including very practical criteria, each percentage was 92.45% and 92.26%. The pretest-posttest data of the student's cognitive knowledge and scientific literacy skills were tested for normality with SPSS. The data is normally distributed. Then t-test a result less than 0.05. It showed differences in the results of the pretest-posttest. The effectiveness of the student worksheet is based on increasing the n-gain score of cognitive knowledge and scientific literacy skills, obtaining a score of 85% and 86%, respectively, on the high criteria. Therefore, a student worksheet is appropriate to be used as a learning resource to train student's scientific literacy skills, making it easier to understand acid-base material and providing meaningful learning for students. Furthermore, it is expected that Indonesia's position in the literacy test will increase compared to previous years. Keywords: Worksheet, Scientific literacy skill, Acid base

Pengaruh Model Pembelajaran RADEC berbasis STEAM terhadap Literasi Sains Siswa Kelas IV Sekolah Dasar

The low level of science literacy among students encourages this research because there is a need for learning that can relate science to everyday phenomena. This study aims to determine the effect of the STEAM-based RADEC learning model on the science literacy of fourth grade elementary school students. This study used a quasi-experimental design with a post-test only control group design. A random sampling technique was used to take a sample consisting of 51 students: 27 students in the experimental class and 24 students in the control class. A multiple choice test with 20 items is used to measure students' science literacy abilities. The results of the test data collection were then calculated and analyzed using the t-test formula with the help of the SPSS version 26 program. The results of the hypothesis test showed a significance value of 0.000 <0.05, so H1 was accepted, which means that there was a significant influence between students who were taught with the STEAM-based RADEC learning model and students who were not taught with the STEAM-based RADEC learning model. The mean post-test for science literacy in the experimental class was 88, which was 78 for the control class. This means that the STEAM-based RADEC learning model has a significant effect on the science literacy of fourth grade elementary school students.

Scientific literacy of portuguese students: results of a pilot test

Este estudo teve como objetivo avaliar o nível de letramento científico dos estudantes portugueses no final do 3º ciclo do Ensino Básico, mediante a aplicação da versão piloto de um instrumento de avaliação. O instrumento utilizado foi uma versão piloto de um questionário que avalia o nível do letramento científico dos alunos deste ciclo, que está sendo desenvolvido no âmbito de uma tese de doutorado em andamento. O questionário foi respondido por 176 alunos da 10ª série de oito escolas da região sul de Portugal. Os procedimentos metodológicos adotados foram a estatística descritiva simples, a Teoria da Resposta ao Item e o teste-t de Student. Os resultados indicaram que a maioria dos estudantes apresentou um nível moderado de letramento científico e que 137 estudantes foram classificados como cientificamente letrados. Revelaram também que poucos estudantes atingiram os níveis altos e muito altos na escala do instrumento. O melhor desempenho se deu no subteste da natureza da ciência e o pior no subteste do conteúdo da ciência. A diferença de desempenho pode estar associada à correspondência entre o valor médio da habilidade dos alunos em cada subteste e o índice de dificuldade dos itens que o compõem.

Pengaruh Model Problem Based Learning (PBL) terhadap Kemampuan Literasi Sains Siswa dalam Pembelajaran IPA di Kelas V SD

This research was motivated by the low science literacy ability of elementary school students. This is because learning activities do not familiarize students with completing science literacy ability tests or problems related to science process skills. Efforts that can be made are to make students accustomed to solving problems with science process skills in learning activities, one of which is to use the Problem Based Learning (PBL) learning model. This study was conducted to determine the increase and effect of the application of the PBL model on students science literacy ability on heat transfer material in grade V for the 2022/2023 school year. To achieve this goal, a test in the form of a description containing indicators of science literacy ability is given to students. The research design used was a quasi-experimental research with a Nonequivalent Control Group Design design. The sample of this study was grade V students of SDN 4 Nagri Kaler consisting of 50 students divided into 25 students for the experimental group and 25 students for the control group. The conclusion obtained from the results of this study is that the increase in students science literacy skills using the PBL model is better than students who learn using conventional learning models and there is an influence of the application of the PBL model on students science literacy abilities. Students science literacy skills increased by 24.2% after being treated using the PBL model.

Enhancing student creativity and scientific literacy through virtual lab learning

The choice of teaching materials and methods used with students is ineffective, which prevents students from receiving meaningful learning experiences. In this learning process, student activity is crucial to ensure that students receive meaningful learning experiences, are able to think critically and creatively, and are especially literate in science regarding the concept of induction. This study uses a virtual lab on the idea of magnetic induction to encourage students' creativity in their scientific literacy learning. This sort of research employs a cooperative learning model in the experimental class and a traditional learning model in the control class in a quasi-experimental design. Data were gathered using the pretest approach for students' creativity in terms of scientific literacy and the posttest method for students' knowledge of science after four meetings, where there were 20 multiple-choice items and 10 isay questions. MANOVA analysis was used to analyze the data. SPSS Multivariate Because the dependent variable in this study is quantitative (numeric) and the independent variable is qualitative, Mancova is used (categorical). The significance value for the multivariate p-value table is therefore 0.000. Ho is automatically rejected since the significant figure at the 95% confidence level is 0.000 0.05. The SPSS output findings reveal a substantial difference between studying electromagnetic induction content with and without the use of a virtual lab. While practical activities give students first-hand experience, learning using virtual lab aids can enhance students' creative thinking and scientific literacy. The induction electric motion practicum helps students better understand the concepts of the physics course. Students learn how to be more active and search for information through practicum activities using the PHET clorado virtual lab (phet clorado). Through this activity, the electromagnetic induction practicum learned will be more focused, and it can improve students' creativity and scientific literacy

Implementation of guided inquiry model to improve students science literacy on earth and their satellites material

This study aims to describe the results of implementing the guided inquiry model to scientific literacy in the Earth and Satellite material. The type of research used is descriptive through the design pretest-posttest with one group. The subjects in this study were 36 students in class VII-A at Junior High School 1 Wonoayu Sidoarjo, even semester of the 2022/2023 academic year. Data collection techniques using observation, tests, and questionnaires. The research instruments included learning implementation observation sheets, scientific literacy tests, and student response questionnaire sheets. The test results were analyzed using paired t-test and counting effect size. The results showed that implementing learning using the guided inquiry model on the Earth and Satellite material obtained very well-implemented criteria with mode 4. The student's scientific literacy skills had increased, as evidenced by the paired t-test results of 0.000 and the calculation effect size of 1.823. Students' scientific literacy level after most learning is at level 4. The most significant increase in scientific literacy competence is in the indicator of explaining phenomena scientifically at 27.08, then the indicator of interpreting data and evidence scientifically at 23.15, and the indicator of designing and evaluating scientific investigations at 6.29. The learning process using the guided inquiry model on Earth and its satellite material was also very well received by students, with 66.67% of statements in mode 4. Based on the description above, implementing the guided inquiry model can increase students' scientific literacy in the Earth and Satellite material.

The effectiveness of AR e-module of flower structure material on biology students’ science literacy

The electronic-module (e-module) is one of the teaching materials needed so that the learning process can take place optimally. E-module owned by UM biology students generally do not use the latest technology. Augmented Reality (AR) is a form of technology where there is a process of integrating the virtual world with the real world. Not a few students experience difficulties in understanding the flower structure material. Student scientific literacy is still far from what is expected. The research conducted is Research and Development with the Lee and Owens Development Model. Data collection was carried out during October-December 2022. The technique of analyzing quantitative descriptive data. The subjects in this study were 37 biology students class of 2021 without any differences in gender, age and study program. The results of the effectiveness of the AR electronic-module based on n-gain calculations obtained a score of 0.7 where on that score the AR e-module was categorized as quite effective in increasing scientific literacy. It is hoped that in the future there will be teaching materials and media that can improve some of the competencies needed by the latest generation.

Developing and Testing HOTS-Based Evaluation Packages for Metabolism with Science Literacy Skills Aspects

The purpose of learning evaluation is to measure students' higher-order thinking skills (HOTS) and science literacy skills. However, many challenges hinder this process, such as low-level questions, lack of question variety, student dishonesty, and poor reading comprehension and understanding of questions. These factors reduce students' reasoning abilities and learning outcomes. Therefore, this study aims to develop and test the feasibility of an evaluation package that emphasizes HOTS and science literacy skills in the topic of metabolism. Metabolism is a difficult topic for students because it covers a wide range of complex and abstract concepts. This study used the Research and Development (R&D) method with the ADDIE model, which was limited to the Development stage. The research stages consisted of needs analysis, design and development, as well as product validation and revision. Data collection was done through interviews and validation questionnaires and analyzed using quantitative and qualitative data. The results of this study were two packages of HOTS questions (A and B) with aspects of science literacy skills, each containing 20 questions with 100% HOTS proportion and five different question formats. The questions were printed on A4 paper and intended to be used as daily test assessments. The results of the validation showed that both packages were "very feasible" with a percentage of 91.6% (Package A) and 92% (Package B). Therefore, the evaluation package developed was suitable for limited testing after revision.

Development of Assessment Instruments in Project-Based Learning to Measure Students Scientific and Numeracy Literacy Ability on Harmonic Vibration Materials

This study aims to develop an assessment instrument in project-based learning to measure Students scientific literacy and numeracy skills on valid, reliable and practical harmonic vibration material. The development design uses the Research and Development method with 7 development steps adapting from Borg & Gall (1989) which includes the research and data collection stages, planning, initial product development, initial field trials, revision of test results, field trials, and product revisions. operational. Product validation was carried out by two expert lecturers and one teacher to assess aspects of construction, substance and language, the results of expert validation of the assessment instrument were 90.65% with a very valid category. The results of field trials on 36 students were analyzed using the Rasch model with the help of Ministep 4.5.1 software. The results of the analysis of the test data obtained that 19 items of the instrument of scientific literacy ability and 12 items of the instrument of numeracy literacy ability were declared valid. The items on the scientific and numeracy literacy assessment instruments were also declared reliable with Cronbach's alpha values of 0.90 and 0.80, respectively, with excellent and good reliability categories. The practicality test of the instrument obtained an average practicality assessment score of 85.83 and was included in the very high criteria. The final product of the assessment instrument developed has met the instrument's eligibility standards, namely valid, reliable and practical.