ANALYZING STUDENT’S SCIENCE LITERACY AND CONTENT ASPECT OF INTERACTION OF ORGANISMS AND ITS ENVIRONMENT TOPIC AT SEKOLAH INDONESIA KUALA LUMPUR
DOI:
https://doi.org/10.30605/biogenerasi.v7i1.1680Keywords:
Science Literacy, Science, Content Knowledge, Procedural KnowledgeAbstract
The purpose of this study is to capture student’s science literacy and content aspect of interaction of organisms and its environment topic at Sekolah Indonesia Kuala Lumpur. The method of this study is quasi experiment pretest-posttest one group only. The research subject is 7th graders in Sekolah Indonesia Kuala Lumpur. Student’s science literacy on knowledge aspect is captured through 20 multiple choice questions and questionnaire about science learning. The research data is analyzed by the result of normalized gain and its effect size. There are two aspects of science literacy which are measures namely content and procedural knowledge which enhance satisfactory of n-gain 0.52 and 0.75 respectively. The effect size of those two aspects reach 1.24 which means it has strong effect. Moreover, students mostly excel on both abiotic and ecological pyramid subtopic that are correctly answered by 64.77% students. To sum up, student’s science literacy shows satisfactory results and it can be concluded that students can comprehend the topic well.
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References
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Asyhari, A. (2019). Pengembangan Instrumen Asesmen Literasi Sains Berbasis Nilai-Nilai Islam Dan Budaya Indonesia Dengan Pendekatan Kontekstual. Lentera Pendidikan: Jurnal Ilmu Tarbiyah Dan Keguruan, 22(1), 166-179.
Bissaker, K. (2014). Transforming STEM education in an innovative Australian school: The role of teachers' and academics' professional partnerships. Theory into Practice, 53(1), 55-63.
Canobi, K. H.(2009). Concept-procedure interactions in children’s addition and subtraction. Journal of Experimental Child Psychology, 102, 131–149. doi: 10.1016/j.jecp.2008.07.008.
Erickson, F. (2012). Qualitative research methods for science education. InSecond international handbook of science education (pp. 1451-1469). Springer Netherlands.
Fadila, D., Suliyanah, S., & Deta, U. A. (2020). Analysis of Interest and Scientific Literacy Skills of Senior High School in Learning Physics. Lensa: Jurnal Kependidikan Fisika, 8(2), 39-47.
Gott, R., Duggan, S., Roberts, R., & Hussain, A. (2008). Concepts of evidence. School of education: University of Durham.
Hayes, K. N., & Trexler, C. J. (2016). Testing predictors of instructional practice in elementary science education: The significant role of accountability. Science Education, 100(2), 266-289.
Hordatt Gentles, C. (2018). Reorienting Jamaican teacher education to address sustainability: challenges, implications and possibilities. Caribbean Quarterly, 64(1), 149-166.
Johnson, B., & Schneider, M. (2015). Developing conceptual and procedural knowledge of mathematics. Oxford handbook of numerical cognition, 1118-1134.
Kapur, R. (2018). Factors Influencing the Students Academic Performance in Secondary Schools in India.
LeFevre, J.-A., Smith-Chant, B. L., Fast, L., et al.(2006). What counts as knowing? The development of conceptual and procedural knowledge of countingfrom kindergarten through grade 2. Journal of Experimental Child Psychology, 93, 285–303. doi: 10.1016/j.jecp.2005.11.002.
Lestari, S. (2021). pengaruh model pembelajaran peer led guided inquiry terhadap kompetensi literasi sains ditinjau dari kemampuan akademik. Jurnal Inovasi Pendidikan IPA, 7(1).
Matthews, M. R. (2012). Changing the focus: From nature of science (NOS) to features of science (FOS). In Advances in nature of science research (pp. 3-26). Springer Netherlands.
McFarlane, D. A. (2013). Understanding the challenges of science education in the 21st century: New opportunities for scientific literacy. International Letters of Social and Humanistic Sciences, 4(1), 35-44.
MUJTAHID, I. M., BERLIAN, M., VEBRIANTO, R., THAHIR, M., & IRAWAN, D. (2021). The development of digital age literacy: A case study in Indonesia. The Journal of Asian Finance, Economics, and Business, 8(2), 1169-1179.
Newhouse, C. P. (2017). STEM the boredom: Engage students in the Australian curriculum using ICT with problem-based learning and assessment. Journal of Science Education and Technology, 26(1), 44-57.
Nulhakim, L., & Setiawan, R. (2021). Implementation of Science and Technology Concepts in Blind Stick STEM Project through the Engineering Design Process. SEAQIS Journal of Science Education, 1(1), 1-5.
OECD (2016). PISA 2015: Assesment and analytical framework: Science, reading, mathematic and financial literacy. Paris: OECD Publishing.
Pahrudin, M. P. (2019). The analysis of pre-service physics teachers in scientific literacy: Focus on the competence and knowledge aspects. Jurnal Pendidikan IPA Indonesia, 8(1), 52-62.
Schneider, M., & Stern, E. (2010). The developmental relations between conceptual and procedural knowledge: A multimethod approach. Developmental psychology, 46(1), 178.
Şentürk, C., & Sari, H. (2018). Investigation of the contribution of differentiated instruction into science literacy. Qualitative Research in Education, 7(2), 197-237.
Sulistyaningrum, H., Winata, A., & Cacik, S. (2019). Analisis Kemampuan Awal 21st Century Skills Mahasiswa Calon Guru SD. Jurnal Pendidikan Dasar Nusantara, 5(1), 142-158.
Toharudin, U., Hendrawati, S., & Rustaman, A. (2011). Membangun Literasi Sains Peserta Didik. Bandung : Humaniora.
Yenni, R., Hernani, & Widodo, A. (2017, May). The implementation of integrated science teaching materials based socio-scientific issues to improve students scientific literacy for environmental pollution theme. In AIP Conference Proceedings (Vol. 1848, No. 1, p. 060002). AIP Publishing.
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Published
2022-02-26
How to Cite
Utami, A. (2022). ANALYZING STUDENT’S SCIENCE LITERACY AND CONTENT ASPECT OF INTERACTION OF ORGANISMS AND ITS ENVIRONMENT TOPIC AT SEKOLAH INDONESIA KUALA LUMPUR. Jurnal Biogenerasi, 7(1), 108–113. https://doi.org/10.30605/biogenerasi.v7i1.1680
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