Analysis of students’ scientific literacy in contextual-flipped classroom learning on acid-base topic

Paristiowati, Maria; Hadinugrahaningsih, Tritiyatma; Purwanto, Agung; Karyadi, P. A.

doi:10.1088/1742-6596/1156/1/012026

Cited by 24 publications

(22 citation statements)

References 6 publications

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“…(Paristiowati, Fitriani, & Aldi, 2017). The combination of classroom contextual-flipped learning models also has an impact on improving student scientific literacy, which means students can identify components in complex situations, apply both concepts and knowledge about science and can compare, choose, and evaluate the scientific evidence that is appropriate to respond to life situations (Paristiowati, 2019). Science literacy is seen by most education experts as something that is important for the welfare of society, namely as the ability of individuals to play a role in 21st century science and a world dominated by technology.…”

Section: Literature Reviewmentioning

confidence: 99%

Implementation of Problem-based Learning – Flipped Classroom Model in Chemistry and Its Effect on Scientific Literacy

Paristiowati¹,

Cahyana²,

Bulan³

2019

ujer

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This study aims to determine the effect of the problem-based learning-flipped classroom model and critical-thinking skills toward students' scientific literacy on the topic of reaction rates. The implementation of the problem-based learning-flipped classroom model is considered appropriate for developing students' criticalthinking skills and scientific literacy. The learning time in the classroom becomes more effective and through a problem-solving process, the students can develop critical-thinking skills, and it is hoped that students' scientific literacy can also develop. This research used the true experiment method with two-way ANOVA research design (2x2 treatment by level design). Seventy two students at one of the senior high schools in Jakarta become samples. Data collection techniques in this study are through tests of critical-thinking skills and scientific literacy tests. The results showed that the model of problem-based learning-flipped classroom influenced student's scientific literacy on chemical reaction rate. Each model gives different effect towards the students' scientific literacy, if it is applied to students who have different critical-thinking skills. The model of problem-based learning-flipped classroom is more effectively applied to the students who have high critical-thinking skills.

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Section: Literature Reviewmentioning

confidence: 99%

Implementation of Problem-based Learning – Flipped Classroom Model in Chemistry and Its Effect on Scientific Literacy

Paristiowati¹,

Cahyana²,

Bulan³

2019

ujer

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“…The method that can be used is to include a variety of subject matter about natural disasters for each student at all levels, especially in schools in areas that are vulnerable to the risk of natural disasters. This natural disaster mitigation education can also be included in the curriculum based on local wisdom, which can be expected to be accepted and can be easily understood by students or students because of the more contextual learning topics (Bustami et al, 2018;Cronje et al, 2011;Kartikaningtyas et al, 2018;Lemus et al, 2014;Paristiowati et al, 2019). Prevention and treatment must be carried out as a disaster mitigation measure, especially regarding hazards and safety measures to be able to consider prevention, mitigation, vulnerability, and resilience development.…”

Section: Resultsmentioning

confidence: 99%

Environmental Education for Prevent Disaster: A Survey of Students Knowledge in Beginning New Normal of COVID-19

Ilyasa

Rahmayanti

Muzani

et al. 2020

IJoASER

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The purpose of this study was to determine the importance of implementing disaster mitigation education in schools during the new normal era of coronavirus disease 2019 (COVID-19). The method in this research used descriptive research design using a survey study approach. The research instrument used was a knowledge test with the number of questions as many as 15 items. The sample used was senior high school students who were randomly selected. The level of good and lack of knowledge is determined based on the average total score. A good level of knowledge has a condition> 111.76, while a level of knowledge that lacks a condition <111.76. The results of this study are that the majority of respondents have a total score that is less with a mean score of 101.94, while respondents who have a good number of scores have an average score of 127. Overall respondents have an average of 111.76. Then conducted an Independent Sample t-test with the result that there are differences in the number of good disaster mitigation knowledge scores on respondents with the number of disaster mitigation knowledge scores that are less on respondents with a p-value of 0,000 with a degree of freedom is 95%. The implementation of disaster education in the new normal era is important to continue to prevent transmission of COVID-19. The conclusion of this study is the score of students' knowledge about disaster needs to be improved in the new normal era. Keywords: Disaster Mitigation Education, Disaster Mitigation Knowledge, COVID-19

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“…Environmental problems that must be faced are becoming more complicated due to the COVID-19 pandemic. Environmental education must be accompanied by efforts to improve human resources' quality from various components ranging from the development of teaching materials, media, and other learning tools [23][24][25][26][27][28][29].…”

Section: Resultsmentioning

confidence: 99%

Environmental learning about flood disaster in university: Students HOTS for preliminary analysis to develop DIFMOL model

et al. 2020

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Environmental education during a pandemic is something that must be focused especially on natural disasters. One of the skills needed to solve natural disasters is Higher Order Thinking Skills (HOTS). The purpose of this study was to describe student HOTS to develop a Disaster Mitigation of Flood based on the Online Learning (DIFMOL) model. The research method used descriptive with data collection techniques using surveys. The results showed that the student’s HOTS score was still in the very low category (33.09). This makes DIFMOL need to be developed for students, especially in aspects related to HOTS, which are still weak for aspects of flood disasters. Environmental education innovation is important to improve students’ ability to overcome environmental problems. DIFMOL in this case, acts as an environmental education innovation related to the disaster that can be developed. This study concludes that students’ HOTS scores are still in the very low category and need improvement. DIFMOL is suggested to be developed in the next research.

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Analysis of students’ scientific literacy in contextual-flipped classroom learning on acid-base topic

Cited by 24 publications

References 6 publications

Implementation of Problem-based Learning – Flipped Classroom Model in Chemistry and Its Effect on Scientific Literacy

Implementation of Problem-based Learning – Flipped Classroom Model in Chemistry and Its Effect on Scientific Literacy

Environmental Education for Prevent Disaster: A Survey of Students Knowledge in Beginning New Normal of COVID-19

Environmental learning about flood disaster in university: Students HOTS for preliminary analysis to develop DIFMOL model

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