Knowledge and Thinking Skills in Li-Pro-GP Model of Instruction

Abstract

Surveys from some research on Indonesian student’s literacy skills showed irregularity with Indonesia's literacy rate. Therefore, it can be said that most of Indonesians have already been literate, in terms of education. Nonetheless, their literacy skills in common still remains weak. Moreover, student’s low literacy skills are deemed as the result of low interest at reading. A number of problems in reading skill is closely associated with limited reading experiences and practices. The current research aims to describe student’s knowledge and thinking skills in a Li-Pro-GP model of instruction. The syntax of this learning model is project-based learning that is integrated with the School Literacy Movement (SLM) and Character Education Reinforcement (CER) programs. The research fell into a descriptive research model. Research subjects, seventh graders attending IPA instructions. Data of the research were analyzed descriptively, which indicated improvement in terms of knowledge and thinking skills amidst students. In addition, the highest level of language use was found at the test for Aspect C2, C4, C5, and C6, whilst the highest level of conceptual truth was indicated at Aspect C3. On the other hand, the lowest level of giving argumentation appeared at all aspects. In sum, the highest level of skills was indicated by the language use, while the lowest at the student’s confidence in giving argumentation.

Evaluation of the School Literacy Movement Program in Senior High School

“…The next stage is learning, which integrates the six essential literacies of reading and writing, digital, numeracy, finance, science, and culture and citizenship. So literacy learning activities are closely related to using literacy strategies in learning (Pantiwati et al, 2020;Yunita Anindya et al, 2019). Thus teachers and learners can create more innovative and solutive learning activities in interpreting and understanding multimodal texts used during the learning process.…”

Application of the Li-Pro-GP learning model to improve students’ conceptual understanding and creativity

“…The Li-Pro-GP learning model is a learning model that adopts project learning syntax (Pantiwati et al, 2020). Therefore, the Li-Pro-GP learning model assumes the PjBL learning syntax in its implementation.…”

“…Through the ability to think creatively allows humans to improve the quality of their lives. This is because through the ability to think creatively students are able to see various possible answers or solutions to a problem (Setiawati, 2017) The Li-Pro-GP learning model is a learning model that will develop student literacy based on project learning and integrated with GLS and KDP (Pantiwati et al, 2020). This learning model adapted using projectbased learning syntax can also improve students' conceptual understanding and scientific ability (Anggriani et al, 2019).…”