Science literacy skills through the experience of project activities with assisted local potential based learning materials

Hernawati, Diana; Amin, Mohamad; Muhdhar, Mimien Henie Irawati Al; Indriwati, Sri Endah

doi:10.22219/jpbi.v5i1.7372

Cited by 11 publications

(11 citation statements)

References 41 publications

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“…Students can develop their competencies to be more scientific to learn about scientific knowledge and do it sequentially in learning activities (Drummond & Fischhoff, 2017). These skills can be interpreted as students' science literacy skills (Hernawati, Amin, Al Muhdhar, & Indriwati, 2019). Based on Figure 2, the pretest results show that the scientific literacy ability is still less than a score of 60 (minimum mastery of learning).…”

Section: Differences Of Enhancing In Students' Science Literacy Skillsmentioning

confidence: 99%

Enhancing Students’ Science Literacy Skills; Implications for Scientific Approach in Elementary School

Kartimi¹,

Winarso²

2021

al.ibtida.snj

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Science literacy skills of elementary school students in the era of 21st-century learning are indispensable, scientific literacy skills can be improved through the application of a scientific approach. This study aims to analyze the scientific literacy ability of elementary school students through the application of a scientific approach. The experimental method with a pretest-posttest group design was used in this study. Simple Random Sampling, consisting of an experimental class and a control class, was applied to elementary schools in Cirebon, Indonesia. The scientific literacy skills test (TOSLS) measures students' literacy skills, while the observational assessment measures students' responses to the scientific approach. The data analysis technique used independent sample T-Test and Mann-Whitney U. The results showed that students' learning activities in the application of scientific learning experienced an increase in scientific literacy skills with very strong criteria. Student learning activities in the experimental class have a higher percentage over the control class. The research hypothesis shows that there is a difference in the improvement of students' scientific literacy skills between the experimental class and the control class of elementary school students. Thus, the application of a scientific approach contributes to students' scientific literacy skills.

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Section: Differences Of Enhancing In Students' Science Literacy Skillsmentioning

confidence: 99%

Enhancing Students’ Science Literacy Skills; Implications for Scientific Approach in Elementary School

Kartimi¹,

Winarso²

2021

al.ibtida.snj

View full text Add to dashboard Cite

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“…The process of identifying problems and making products also requires thinking skills (Ndiung et al, 2021;Pressman, 2019) that students need to have, including: thinking creatively, solving problems, making decisions, creating ideas, reasoning, and knowing how to learn. Persistence and the ability to work together are also needed in completing projects (Hernawati et al, 2019;Young et al, 2013).…”

Section: Fourth Stage: Disseminatementioning

confidence: 99%

Improving students’ metacognitive abilities and creative thinking skills through STEM-based in online learning

Wilis

Prayitno²,

Sunarno³

et al. 2023

JPBI

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Creative thinking skills are crucial to current generations dealing with 21st-century challenges. However, studies on higher-order thinking skills remain limited. CTS can be easily empowered if students have good metacognitive abilities. This study analysed the effect of STEM-based online learning lesson plans on the CTS of students and metacognitive abilities on the inheritance of living things through online learning. The pretest-posttest research designs with a non-equivalent control group were used. The treatment given in the experimental class was the implementation of a STEM-based online learning lesson plan, while the control class was taught through traditional methods used by the teachers. The results of this study indicated that the CTS and metacognitive abilities of students in the experimental class were significantly higher than that of the control class [F(1,54) = 105.287, p = 0.000 and F(1,54) = 103.943, p = 0.000, respectively]. In conclusion, the STEM-based online learning lesson plan is effective in improving the CTS and metacognitive abilities of students.

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“…Pembelajaran biologi di SMA sangat penting untuk membekali peserta didik, sebelum menempuh perkuliahan di perguruan tinggi (Afandi, Chamalah, & Wardani, 2013;Rahmaniati, 2016;Wahyullah, 2014). Sejalan dengan tuntutan itu, pembelajaran biologi perlu mendayagunakan potensi dan ruang lingkup lokal (Asikin, Irawati, & Syamsuri, 2016;Hernawati, Amin, Al Muhdhar, & Indriwati, 2019;Mendala & Suryadarma, 2019;Mumpuni, Susilo, & Rohman, 2013), karena biologi haruslah relevan dengan kehidupan dan kebutuhan peserta didik (Chamany, Allen, & Tanner, 2008). Implementasi pembelajaran yang mendayagunakan potensi dan keunggulan lokal dimungkinkan mampu meningkatkan kemampuan konten, konteks, dan proses sains peserta didik (Nofiana & Julianto, 2018), yang selaras dengan tuntutan abad ke-21 (Abidinsyah, Ramdiah, & Royani, 2019).…”

Section: Pendahuluanunclassified

Pembelajaran Biologi SMA Abad ke-21 Berbasis Potensi Lokal: Review Potensi di Kabupaten Nunukan-Kalimantan Utara

Ismiati¹

2020

Jurnal. Penelitian. Pengkajian. Pendidikan. e-Saintika

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Pembelajaran biologi perlu mendayagunakan potensi dan ruang lingkup lokal karena biologi haruslah relevan dengan kehidupan dan kebutuhan peserta didik. Salah satu daerah yang perlu diarusutamakan adalah Kabupaten Nunukan, Provinsi Kalimantan Utara. Artikel ini bertujuan mendeskripsikan kontek pembelajaran biologi di jenjang SMA pada abad ke-21 berbasis potensi daerah Kepulauan Nunukan. Kajian ini menggunakan metode studi literatur dan analisis isi. Studi literatur dilakukan dengan mensurvei buku, artikel ilmiah, dan sumber lain yang relevan dengan masalah tertentu, bidang kajian, atau teori, dan dengan demikian, memberikan deskripsi, ringkasan, dan evaluasi kritis dari karya-karya ini sehubungan dengan masalah yang sedang diselidiki. Berdasarkan telusur literatur diketahui bahwa dari aspek flora dan fauna ada 15 potensi yang dapat dijadikan dasar atau pengembangan sumber belajar/bahan ajar biologi. Dari aspek ekologi dan sosial ada 6 potensi. Dengan demikian, sejauh ini minimal ada 21 potensi yang dapat dijadikan bahan oleh guru biologi SMA di Kabupaten Nunukan ketika mengajar. Tentu saja, setiap potensi disesuaikan dengan Kompetensi Inti, Kompetensi Dasar, dan Indikator yang telah ditetapkan. Angka tersebut tentu akan terus berkembangan seiring dengan gencarnya penelitian yang dilakukan oleh para peneliti lokal maupun internasional.The 21st Century High School Biology Learning Based on Local Potency: Review of Potency in Nunukan Regency, North KalimantanAbstractBiology learning needs to utilize local potential and scope because biology must be relevant to the lives and needs of students. One area that needs to be mainstreamed is Nunukan Regency, North Kalimantan Province. This article aims to describe the context of learning biology in the 21st century high school based on the potential of the Nunukan Islands region. This study uses literature study and content analysis methods. Literature studies are conducted by surveying books, scientific articles, and other sources that are relevant to a particular problem, field of study, or theory, and as such, provide a description, summary, and critical evaluation of these works in connection with the problem being investigated. Based on the literature search, it is known that from the aspect of flora and fauna there are 15 potentials that can be used as a basis or development of learning resources / teaching materials in biology. From the ecological and social aspects there are 6 potentials. Thus, so far there are at least 21 potentials that can be used as materials by high school biology teachers in Nunukan Regency when teaching. Of course, each potential is adjusted to the Core Competencies, Basic Competencies and Indicators that have been set. This figure will certainly continue to develop along with the incessant research conducted by local and international researchers.

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Science literacy skills through the experience of project activities with assisted local potential based learning materials

Cited by 11 publications

References 41 publications

Enhancing Students’ Science Literacy Skills; Implications for Scientific Approach in Elementary School

Enhancing Students’ Science Literacy Skills; Implications for Scientific Approach in Elementary School

Improving students’ metacognitive abilities and creative thinking skills through STEM-based in online learning

Pembelajaran Biologi SMA Abad ke-21 Berbasis Potensi Lokal: Review Potensi di Kabupaten Nunukan-Kalimantan Utara

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