This research was conducted to (1) produce science material learning based Authentic Inquiry Learning which is appropriate to improve problem solving and students scientific attitude; (2) know the potency of developing scientific attitude in science learning material based authentic inquiry learning; and (3) know the potency of developing scientific attitude in science learning material based authentic inquiry learning. The research method was Research and Development (R & D), by pointing to Four D models and Borg & Gall Model. There were 4 main phases (define, design, develop, disseminate) and additional phases (preliminary field testing, main product revision, main field testing, and operational product revision). The instruments used included product validation questionnaire, problem solving test, observation sheet of problem solving, and scientific attitude questionnaire. Result data of validation, problem solving test, scientific attitude questionnaire were analyzed descriptively. The result showed that : (1) science learning material based authentic inquiry learning that was developed was considered as very good by expert lecturers and teachers, and it was appropriate to use in learning process; (2) science learning material based authentic inquiry learning could improve students' problem solving; (3) science learning material based authentic inquiry learning could improve students' scientific attitude.
Local wisdom in Yogyakarta is very diverse, potential as a learning sources that can be integrated in the science learning process to develop the scientific literacy, which needed in 21st century learning. This research is to produce learning tools based on local wisdom to enhance the students’ scientific literacy. This study used the Plomp’s Model with several phases namely 1) Analysis, 2) Design, 3) Development, 4) Evaluation and 5) Implementation. The instruments used in this research were validation questionnaire of product and instrument for measure of scientific literacy. The result showed that (1) identification local wisdom in Yogyakarta which used in science learning and accordance with topic environmental pollution was utilizing waste batik as a result of the process of making batik in Yogyakarta, (2) learning toolkit based local wisdom have been produced namely lesson plans and students’ worksheet with excellent category of both, and (3) integrating local wisdom in science learning that was develop scientific literacy in very good category. It indicates that learning tools based on local wisdom was effective to use in science learning to develop scientific literacy.
The 21st Century and the Fourth Industrial Revolution (4IR) require human resources to possess current life skills and technological mastery. This demand can be fulfilled through STEM-based learning. However, there are a few studies on STEM-based science learning to improve technological literacy. This study aimed at determining the effect of STEM-based science learning on technology and engineering literacy among Junior High School students. The method in this study employed a quasi-experiment with pretest posttest control group design in 2 classes. The experimental class was taught with STEM-based science learning, while, in the control class, the teacher used regular learning (scientific approach). The observation sheets of science and technology literacy were developed to measure the students’ literacy skills. The analysis results showed that there was a significant difference in the technology and engineering literacy skills between the experimental class and the control class with the significance effect of STEM learning towards literacy ability was 64.10%. It indicated significant improvement from the experimental classes since STEM-based learning provided the opportunity among students to apply knowledge and to solve real-world problems through engineering processes that can enhance their knowledge mastery as well as encourage them to create something new.
Identifying and correcting the mistake that students make about science concept is very important. The main purpose of this article is to analyse some publications about common science misconceptions in some science topics in junior high schools. Misconceptions are erroneous perceptions of what is universally accepted. The misconception identification in this research is based on the descriptive research using some journal publications in Indonesia university which is held science education study program. Study found that : the concept of photosynthesis, respirations, the relationship of photosynthesis and respirations, force (action and reaction forces) , and Newton laws are most frequently investigated as misconceptions of science. Students’ interest and learning environments are some reasons of students’ misconceptions.
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