Applying Meaningful Learning (NGL and Game) to Improve Students' Scientific Concept Understanding and Scientific Literacy in Reproductive System Material

Yanto, Andri Rudi; Pantiwati, Yuni; Saputri, Avina Ridatul; Andani, Tiara Suci; Sari, Tasya Novian Indah

doi:10.24036/jep/vol7-iss1/728

Cited by 1 publication

(1 citation statement)

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“…Students have not been able to engage in the mastery of thinking and acting using scientific methods to find out and solve problems, known as scientific literacy skills (Huryah et al, 2017). In fact, it is important to train scientific literacy skills for students as early as possible (Yanto et al, 2023). Students' laziness in reading case studies or problems presented in the questions was also suggested to be the cause of their low problem-solving skills scores.…”

Section: Discussionmentioning

confidence: 99%

Implementation of Problem-Based Learning Model based on Differentiated Learning to Improve Science Literacy Skills and Student Activities

Dewi,

Kuswanti,

Prijono

2023

jep

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Scientific literacy skills are a person's ability to understand and construct scientific concepts so that they can apply them scientifically to respond to environmental issues and solve their problems. This skill is essential to train students so that students are more involved and active in learning. The low level of scientific literacy skills and student activity is a problem that is often faced by Indonesian teachers. This study aims to improve scientific literacy skills and student activity through problem-based learning based on a differentiated learning approach. This type of research is Classroom Action Research (CAR), which consists of four stages: planning, action, observation, and reflection. Data collection techniques in this study are observation and tests. The research instrument was an observation sheet to determine student learning activities, while a test sheet was used to determine students' literacy skills. Based on the study's results, it showed an increase in scientific literacy skills and student activity in each cycle. This can be seen from the N-gain value of the first cycle (0.63) and the second cycle (0.71), and the average of student activity in the first cycle (70.32%) and the second cycle (88.44%). Thus, it can be concluded that the implementation of problem-based learning based on a differentiated learning approach can improve scientific literacy skills and student activity.

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Section: Discussionmentioning

confidence: 99%