Pisa Reading Literacy: Encountering Female and Male’ Reading Literacy Ability

Tiarina, Yuli; Wahyuni, Sri; Fitri, Dewi; Sakinah, Niken; Afif, Ahmad Fajar

doi:10.25134/erjee.v10i2.6263

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…Students must continually enhance and sharpen their reading skills to understand reading (Rintaningrum, 2019). A strategy to improve reading literacy skills involves engaging students in thinking about reading in the context of events around them (Tiarina et al, 2022). Students will be more enthusiastic about reading topics close to them, such as tourist attractions in their area.…”

Section: Introductionmentioning

confidence: 99%

Optimizing Student Reasoning Through Reading Literacy With the Development of E-LKPD in the Tourism Context

Oktarina,

Alwi,

Saripudin

2024

ERJEE

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This research aims to develop and evaluate the practicality of interactive Electronic Student Worksheet (E-LKPD) to support increasing students' reasoning competence toward reading literacy in a tourism context via the Blogspot platform. This research is development research that combines qualitative and quantitative approaches. The method used is the Jolly and Bolitho development method. Steps taken include the following: (1) identifying material needs, (2) exploring needs, (3) contextual realization, (4) pedagogical realization, (5) material products, and (6) evaluating material according to objectives. This research involved Indonesian language teachers and 62 seventh-grade students at SMPN 20 Palembang as the research subjects. Data collection methods use interviews, questionnaires, and tests. Qualitative data analysis uses a descriptive approach, while qualitative data is analyzed using Likert scale calculations. The results of distributing the needs analysis questionnaire to students indicated that 60.32% strongly agreed, while 33.44% agreed to develop E-LKPD. Product validation was carried out by three validators, namely content validators, content suitability, and language, with a total validation value of 86.67% (very valid). The product feasibility test scored 89.16% (very practical) in the small group test. The effectiveness test for E-LKPD relied on pretest results, which averaged 61.42, and posttest results, averaging 74.85. There was a significant increase in the 2-tailed results (0.0000.5). The results indicate that the developed E-LKPD can enhance students' reading literacy skills.

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Section: Introductionmentioning

confidence: 99%

Optimizing Student Reasoning Through Reading Literacy With the Development of E-LKPD in the Tourism Context

Oktarina,

Alwi,

Saripudin

2024

ERJEE

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“…This survey looked at reading, mathematics and science abilities, with reading as the main subject in PISA 2018. [4] Based on this statement, education is very important in developing human resources (HR). In 2025, Indonesia has a vision to create an intelligent, comprehensive and competitive Indonesia [5].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Scientific Literacy in Disaster Mitigation at SMAN 1 Kotaagung: Sustainability Measure

Rahmawati,

Oktina Sari Pratama,

Hidayanti

2024

E3S Web of Conf.

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The aim of this research is to analyze students’ scientific literacy abilities at SMAN 1 Kotaagung in the aspects of content, process and context. The research method used is quantitative descriptive by measuring students’ scientific literacy abilities using the instrument in this research, which is a question of scientific literacy abilities which was created referring to PISA 2015, using biodiversity material combined with disaster mitigation material. Apart from that, this research also used an interview instrument as a supporting instrument for the test questions which were given as many as 10 questions which had previously been validated by lecturers who were experts in their fields. The results obtained are the percentage per indicator of scientific literacy questions and the percentage of the total number obtained in each school. The sample used was at SMAN 1 Kotaagung school (30 students). The sample chosen was a class that had studied material in the biodiversity chapter. At SMAN 1 Kotaagung, the average achievement of scientific literacy in the content aspect was 51.77% in the “very poor” category, in the process aspect 53.20% in the “very poor” category and in the context aspect 40% in the “very poor” category overall. An average of 48.32% where this achievement is considered “very low”.

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“…In this phase, students are able to understand and analyse various types of communication in oral and written form. As a matter of fact, Indonesian students have poor reading literacy skills (Tiarina, Wahyuni, Fitri, Sakinah, and Afif, 2022). It was proven from results of the Program for International Student Assessment (PISA) 2018 which shows that the Indonesian students' reading literacy is ranked 68 th with an average score of 371, it is placed in the 6 th position from the bottom.…”

Section: Introductionmentioning

confidence: 99%

Developing Critical Literacy-Based Instructional Reading Materials for Teaching EFL Reading Classes

Rizqiani,

Yuliani

2023

Pedagogy: Jour. of. Eng. Lang. Teach

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Reading material development becomes one of the challenges in EFL reading class. Most of educators choose to adopt the existing learning materials due to the capacity and time constraints in the material development. This study aims to develop critical literacy-based instructional reading materials used to teach EFL reading classes. This study adopted the research design proposed by Plomp and Nieveen (2010); preliminary phase, prototyping phase, and evaluation phase. There are two types of data in this study; quantitative and qualitative data. Furthermore, the quantitative data were obtained from a questionnaire and reading test. Meanwhile, the qualitative data were collected from interviews and class observation. The study was conducted in English Language Education study programs in three universities in Yogyakarta and Pekanbaru. The findings of the study show that the developed instructional materials met the criteria of validity, practicality, and effectiveness. The results of the validation process indicate that the instructional reading materials were categorized into appropriate (3.3) to be used for teaching reading. The practicality of the product indicates that the developed product is very appropriate (85%) to enhance students’ critical awareness on particular social issues. Also, the developed product has interesting and diverse learning activities (60%) which is appropriate for students of the English Language Education Study Program. After conducting the main field testing, it was seen that the Sig. (2-tailed) < 0.05. Therefore, the developed product is effective to improve the students’ critical literacy skills.

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Pisa Reading Literacy: Encountering Female and Male’ Reading Literacy Ability

Cited by 3 publications

References 11 publications

Optimizing Student Reasoning Through Reading Literacy With the Development of E-LKPD in the Tourism Context

Optimizing Student Reasoning Through Reading Literacy With the Development of E-LKPD in the Tourism Context

Analysis of Scientific Literacy in Disaster Mitigation at SMAN 1 Kotaagung: Sustainability Measure

Developing Critical Literacy-Based Instructional Reading Materials for Teaching EFL Reading Classes

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