Email this article 
Pengaruh Model Pembelajaran Remap STAD Terhadap Pemberdayaan Keterampilan Literasi Sains Peserta Didik
Abstract
Abstract: Science literacy skills are basic skills that must be possessed by students as a provision to be able to integrate their basic understanding related to the coherent scientific concepts. This study aims to look at the effectiveness of the Remap STAD learning model to empower science literacy skills. The study was classified as quasy experimental research using Non equivalent pretest-posttest control group design. The population of 234 students includes students of class XI Science with a total of seven classes. The sample used was selected through the equivalence test. The instrument uses an essay test by disregarding indicators of scientific literacy skills. Data were analyzed using One Way Anacova Test. The results obtained that the Remap STAD learning model contributes to empower students' scientific literacy skills.
Abstrak: Keterampilan literasi sains merupakan keterampilan dasar yang harus dimiliki peserta didik agar mampu mengintegrasikan pemahaman dengan konsep ilmiah. Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran Remap STAD terhadap pemberdayaan keterampilan literasi sains. Penelitian ini tergolong penelitian quasy experiment menggunakan Non equivalent pretest-posttest control group design. Populasi berjumlah 234 siswa mencakup siswa kelas XI IPA dengan total tujuh kelas. Sampel yang digunakan dipilih melalui hasil uji kesetaraan. Instrumen menggunakan tes esai mengacuh pada indikator keterampilan literasi sains. Analisis menggunakan One Way Anacova Test dan hasilnya model pembelajaran Remap STAD berpengaruh terhadap keterampilan literasi sains peserta didik.Keywords
Full Text:
PDFReferences
Ahmad, F., Widén, G., & Huvila, I. (2019). The Impact of Workplace Information Literacy on Organizational Innovation : An Empirical Study. International Journal of Information Management, 51(April), 102041. https://doi.org/10.1016/j.ijinfomgt.2019.102041
Burress, T., Mann, E., & Neville, T. (2019). Exploring Data Literacy Via a Librarian-Faculty Learning Community: A Case Study. Journal of Academic Librarianship, (September), 102076. https://doi.org/10.1016/j.acalib.2019.102076
Chowdhury, M. (2016). Emphasizing Morals, Values, Ethics, and Character Education in Science Education and Science Teaching. Malaysian Online Journal of Educational Sciences, 4(2), 1–16.
Correia, P. R. M., Xavier do Valle, B., Dazzani, M., & Infante-Malachias, M. E. (2010). The Importance of Scientific Literacy in Fostering Education for Sustainability: Theoretical Considerations and Preliminary Findings from a Brazilian Experience. Journal of Cleaner Production, 18(7), 678–685. https://doi.org/10.1016/j.jclepro.2009.09.011
Costa, S., & Caldeira, R. (2018). Bibliometric Analysis of Ocean Literacy: An Underrated Term in the Scientific Literature. Marine Policy, 87(July 2017), 149–157. https://doi.org/10.1016/j.marpol.2017.10.022
Demirel, M., & Caymaz, B. (2015). Prospective Science and Primary School Teachers’ Self-efficacy Beliefs in Scientific Literacy. Procedia - Social and Behavioral Sciences, 191, 1903–1908. https://doi.org/10.1016/j.sbspro.2015.04.500
Diana, S., Rachmatullah, A., & Rahmawati, E. S. (2015). Profil Kemampuan Literasi Sains Siswa SMA Berdasarkan Instrumen Scientific Literacy Assesments (SLA). Prosiding Seminar Nasional XII Pendidikan Biologi FKIP UNS 2015, 285–291. Retrieved from https://media.neliti.com/media/publications/171085-ID-none.
Gormally, C., Brickman, P., & Lut, M. (2012). Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientific Information and Arguments. CBE Life Sciences Education, 11(4), 364–377. https://doi.org/10.1187/cbe.12-03-0026
Green, C. (2019). A Multilevel Description of Textbook Linguistic Complexity Across Disciplines: Leveraging NLP to Support Disciplinary Literacy. Linguistics and Education, 53, 100748. https://doi.org/10.1016/j.linged.2019.100748
Green, C., & Lambert, J. (2018). Advancing Disciplinary Literacy Through English for Academic Purposes: Discipline-Specific Wordlists, Collocations and Word Families for Eight Secondary Subjects. Journal of English for Academic Purposes, 35, 105–115. https://doi.org/10.1016/j.jeap.2018.07.004
Güneş, E., & Bahçivan, E. (2018). A Mixed Research-Based Model for Pre-Service Science Teachers’ Digital Literacy: Responses to “Which Beliefs” and “How and Why They Interact” Questions. Computers and Education, 118, 96–106. https://doi.org/10.1016/j.compedu.2017.11.012
Guo, J., & Huang, J. (2019). Information Literacy Education in WeChat Environment at Academic Libraries in China. The Journal of Academic Librarianship, (August), 102073. https://doi.org/10.1016/J.ACALIB.2019.102073
Hagermoser Sanetti, L. M., & Collier-Meek, M. A. (2019). Increasing implementation science literacy to address the research-to-practice gap in school psychology. Journal of School Psychology, 76, 33–47. https://doi.org/10.1016/j.jsp.2019.07.008
Kaya, V. H., Bahceci, D., & Altuk, Y. G. (2012). The Relationship Between Primary School Students’ Scientific Literacy Levels and Scientific Process Skills. Procedia - Social and Behavioral Sciences, 47, 495–500. https://doi.org/10.1016/j.sbspro.2012.06.687
Kelly-Laubscher, R. F., Muna, N., & van der Merwe, M. (2017). Using the Research Article as a Model for Teaching Laboratory Report Writing Provides Opportunities for Development of Genre Awareness and Adoption of New Literacy Practices. English for Specific Purposes, 48, 1–16. https://doi.org/10.1016/j.esp.2017.05.002
Lawless, K. A., Brown, S. W., Rhoads, C., Lynn, L., Newton, S. D., Brodowiksa, K. Wang, M. (2018). Promoting Students’ Science Literacy Skills Through a Simulation of International Negotiations: The GlobalEd 2 Project. Computers in Human Behavior, 78, 389–396. https://doi.org/10.1016/j.chb.2017.08.027
Lin, Y. S. (2011). Fostering Creativity through Education – A Conceptual Framework of Creative Pedagogy. Creative Education, 02(03), 149–155. https://doi.org/10.4236/ce.2011.23021
Mahanal, S., Zubaidah, S., Bahri, A., & Dinnurriya, M. S. (2016). Improving Students’ Critical Thinking Skills Through Remap NHT in Biology Classroom. Asia-Pacific Forum on Science Learning and Teaching, 17(2).
Maybee, C., Carlson, J., Slebodnik, M., & Chapman, B. (2015). “It’s in the Syllabus”: Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach. Journal of Academic Librarianship, 41(4), 369–376. https://doi.org/10.1016/j.acalib.2015.05.009
Miller, S. D. (2018). Diving Deep: Reflective Questions for Identifying Tacit Disciplinary Information Literacy Knowledge Practices, Dispositions, and Values through the ACRL Framework for Information Literacy. Journal of Academic Librarianship, 44(3), 412–418. https://doi.org/10.1016/j.acalib.2018.02.014
Nwagbo, C. (2006). Effects of Two Teaching Methods on The Achievement and Attitude to Biology of Students of Different Levels of Scientific Literacy. International Journal of Educational Research, 45(3), 216–229. https://doi.org/10.1016/j.ijer.2006.11.004
Reiska, P., Soika, K., Möllits, A., Rannikmäe, M., & Soobard, R. (2015). Using Concept Mapping Method for Assessing Students’ Scientific Literacy. Procedia - Social and Behavioral Sciences, 177(July 2014), 352–357. https://doi.org/10.1016/j.sbspro.2015.02.357
Sample, A. (2020). The Journal of Academic Librarianship Historical Development of Definitions of Information Literacy : A Literature Review of Selected Resources. (December 2019). https://doi.org/10.1016/j.acalib.2020.102116
Slavin, R. E. (2010). Cooperative Learning. International Encyclopedia of Education, (Cl), 177–183. https://doi.org/10.1016/B978-0-08-044894-7.00494-2
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills. Procedia - Social and Behavioral Sciences, 59, 110–116. https://doi.org/10.1016/j.sbspro.2012.09.253
Zubaidah, S. (2016). Keterampilan Abad Ke-21 : Keterampilan yang Diajarkan melalui Pembelajaran. Seminar Nasional Pendidikan, 21(2), 1–17.
Zubaidah, S., & Corebima, A. D. (2016). Remap Coople (1st ed.). Malang: Aditya Media Publishing.
Zubaidah, S., & Mahanal, S. (2017). Model Pembelajaran Ricosre yang Berpotensi Memberdayakan Keterampilan Berpikir Kreatif. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(5), 676–685.
DOI: http://dx.doi.org/10.17977/jptpp.v5i8.13880
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Ferry Irawan, Siti Zubaidah, Sulisetijono Sulisetijono
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
