The implementation of school-literacy-movement: Integrating scientific literacy, characters, and HOTS in science learning

Abstract

This study aimed to examine the implementation of the School Literacy Movement (SLM) by observing its impacts toward the scientific literacy, characters, and HOTS of Grade VII Junior High School (JHS) students in Pekanbaru within the context of K-13. The survey was conducted with 45 natural science teachers on the basis that they have integrated K-13 into their teaching and learning. The data of SLM implementation was obtained from the teacher by means of questionnaires and observation which was conducted in science classes in three JHS in pollution and global warming topics. The results showed that 49.13% of activities were successfully implemented by SLM. The results showed that students’ scientific literacy in the three schools were 69.5%, 76.3%, and 75.2%. Meanwhile, the character values have reached 80.6%, 76.4%, 72.9%, and students’ HOTS values were 73.0%, 72.5%, and 73.3%. Based on the survey, it can be concluded that although the school has pioneered SLM, the strengthening of scientific literacy, characters, and HOTS has not been executed by all teachers who implement K-13 due to various obstacles need new policies to assess the execution of the SLM program by the local education department.

Analysis of Fifth Graders’ Higher Order Thinking Skills in Studying Human and Animal Respiratory Organs

“…Despite so, only a few students were successful in answering the questions correctly. Students with high scientific literacy will perform better in higher order thinking skills (HOTS) (Putranta & Supahar, 2019;Suryawati et al, 2018). In this study, the students demonstrated poor judgement and critical thinking skills due to low scientific literacy.…”

Developing an integrated biology module for students' environmental attitude instruments

“…Moreover, students' character and attitudes towards the environment are still not planned and measured in an integrated module. Miharja, Kusumawardana, and Setiawan (2020) and Suryawati, Suzanti, Suwondo, and Yustina (2018) state that strengthening the character and attitude of caring for the environment needs to be initiated and designed with the right pattern. Adjustment of content and criteria in competency standards and basic competencies also needs to be done in formulating the integration of character and environmental care attitudes (Moreira et al, 2020;Utami, Amalia, Prayitno, Prihandini, & Pradana, 2019).…”

Implementasi Program Gerakan Literasi Sekolah di Sekolah Menengah Pertama (SMP)

“…Sekolah perlu mengembangkan bahan bacaan digital sehingga dapat menarik minat baca siswa Dalam penelitian-penelitian lain Gerakan Literasi Sekolah dalam iplementasinya masih banyaknya kendala seperti banyaknya sekolah yang masih inkosisten dalam melaksanakan kegiatan membaca 15 menit, kurangnya sumber buku bacaan di perpustakaan, serta rendahnya keterlibatan guru yang seharusnya menjadi contoh dalam mensukseskan Gerakan Literasi Sekolah yang masih kurang disadari (Nuryana et al, 2020). Rendahnya faktor pendukung lingkungan fisik serta guru sebagai role model dalam mendukung kegiatan literasi ini juga banyak ditemui di beberapa sekolah di Pekanbaru Riau (Suryawati, Suzanti, Suwondo, & Yustina, 2018 Juli 2020, 11 -21 2018). Selain pengembangan bazaar sebagai wujud pendukung program gerakan literasi, perlu diperhatikan aspek pengembangan dasar literasi kebudayaan dan kenegaraan karena ini penting untuk meningkatkan karakter siswa seperti solusi disinformasi pada generasi millennial di Indonesia (Pratiwi & Asyarotin, 2019), disinformasi yang terjadi pada generasi millennial ini menghindari kemunculan hoax dan hate speeech yang beredar di masyarakat, generasi millenial harus berkembang nilai budaya dan kewargaan dalam gaya hidup melalui pembelajaran-pembelajaran yang berarti disekolah dengan pengembangan-pengambangan programnya sehingga program gerakan literasi sekolah dapat diimplementasikan dengan sukses.…”