Penerapan Pembelajaran Sains Berbasis Inquiry Based Learning Terintegrasi Nature of Science Terhadap Literasi Sains

Utaria Mutasam, Ibrohim Ibrohim, Herawati Susilo

Abstract


Abstract: The aim of research was to describe the effect of the application of Inquiry-Based Learning (IBL) integrated the Nature of Science (NOS) on student scientific literacy. The implementation design used was nonrandomized control group pretest-posttest design with research subjects using two classes namely VII C (control class) and VII D (experimental class) of SMP Laboratorium UM. Data was collected using a scientific literacy test and then analyzed descriptively and statistically and the results are that the application IBL integrated NOS influences students' scientific literacy with level of scientific literacy of students is included in the nominal and functional categories.

Abstrak: Penelitian bertujuan untuk mengetahui pengaruh penerapan pembelajaran sains berbasis Inquiry Based Learning (IBL) terintegrasi Nature of Science (NOS) terhadap literasi sains siswa dengan menggunakan desain implementasi nonrandomized control group pretest-posttest design pada subjek penelitian siswa kelas VII C (kelas kontrol) dan VII D (kelas eksperimen) di SMP Laboratorium UM. Data dikumpulkan dengan menggunakan tes uraian literasi sains lalu dianalisis secara deskriptif dan statistik yang menunjukkan hasil bahwa penerapan pembelajaran sains berbasis IBL terintegrasi NOS berpengaruh terhadap literasi sains siswa yang mana berada pada tingkat nominal dan fungsional.

Keywords


inquiry based learning; nature of science; literasi sains; pembelajaran berbasis inkuiri; nature of science; literasi sains

Full Text:

PDF

References


Basam, F., Rusilowati, A., & Ridlo, S. (2017). Analysis of Science Literacy Learning with Scientific Inquiry Approach in Increasing Science Competence of Students. Journal of Primary Education, 6(3), 174–184.

Braaten, M., & Windschitl, M. (2011). Working Toward a Stronger Conceptualization of Scientific Explanation for Science Education. Science Education, 95(4), 639–669. https://doi.org/10.1002/sce.20449

BSNP. (2010). Laporan BSNP Tahun 2010. Jakarta: BSNP.

Bybee, R., McCrae, B., & Laurie, R. (2009). PISA 2006: An Assessment of Scientific Literacy. Journal of Research in Science Teaching, 46(8), 865–883. https://doi.org/10.1002/tea.20333

Campbell, T., Longhurst, M., Duffy, A. M., Wolf, P. G., & Shelton, B. E. (2013). Science Teaching Orientations and Technology-Enhanced Tools for Student Learning. Research in Science Education, 43(5), 2035–2057. https://doi.org/10.1007/s11165-012-9342-x

Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks. Science Education, 86(2), 175–218.

Clough, M. P. (2007). Teaching the Nature of Science to Secondary and Post Secondary Students. California Journal of Science Education, 8(2), 31–40.

Firman, H. (2009). Analisis Literasi Sains Berdasarkan Hasil PISA Nasional Tahun 2006. Jakarta: Analisis Literasi Sains Berdasarkan Hasil PISA Nasional Tahun 2006.

Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and Learning, 3(2). https://doi.org/10.20429/ijsotl.2009.030216

Hayat, B., & Yusuf, S. (2010). Benchmark International Mutu Pendidikan. Jakarta: Bumi Aksara.

Holbrook, J. (2010). Education through Science as a Motivation Innovation for Science Education for All. Science, 21(2), 80–91.

Holbrook, J., Taylor, N., & Rannikmae, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education, 4(3), 275–288.

Impey, C. (2013). Science Literacy of Undergraduates in the United States. Organization, People, and Strategies in Astronomy 2 (OPSA 2), 353–364.

Joyce, B., & Weil, M. (2000). Model of Teaching. New Jersey: Prentice-Hall Inc.

Khan, M., & Iqbal, M. Z. (2011). Effect of Inquiry Lab Teaching Method on the Development of Scientific Skills Through the Teaching of Biology in Pakistan. Language in India, 11(1), 169–178.

Koballa, & Chiappetta. (2010). Science Instruction in The Middle and Secondary Schools. USA: Pearson.

Lederman, N. G. (2007). Nature of Science: Past, Present, and Future, Handbook of Research in Science Education. New Jersey: Lawrence Erlbaum.

Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy. International Journal of Education in Mathematics, Science and Technology (IJEMST), 1(3), 138–147.

Llewellyn, D. (2013). Teaching High School Science through Inquiry and Argumentation (2nd ed.). California: Corwin A SAGE Company.

Odja, A. H., & Payu, C. S. (2014). Analisis Kemampuan Awal Literasi Sains Siswa pada Konsep IPA. Prosiding Seminar Nasional Kimia. Presented at the Jurusan Kimia FMIPA Universitas Negeri Surabaya. Jurusan Kimia FMIPA Universitas Negeri Surabaya.

Ogunkola, B. (2013). Scientific Literacy: Conceptual Overview, Importance and Strategies for Improvement. Journal of Educational and Social Research, 3(1), 265–274.

Pantiwati, Y., & Husamah, H. (2014). Analisis Kemampuan Literasi Sains Siswa SMP Kota Malang. Assessment for Quality Education, 158–174.

Rahayu, S. (2016). Mengembangkan Literasi Sains Anak Indonesia melalui Pembelajaran Berorientasi Nature of Science (NOS). Malang: Universitas Negeri Malang.

Reis, P., & Galvao, C. (2009). Teaching Controversial Socio-Scientific Issues in Biology and Geology Classes: A Case Study. Electronic Journal of Science Education, 13(1), 1–25.

Rusilowati, A., Nugroho, S. E., & Susilowati, S. M. (2016). Development of Science Textbook Based on Scientific Literacy for Secondary School. Jurnal Pendidikan Fisika Indonesia, 12(2), 98–105.

Saefullah, A., Samanhudi, U., Nulhakim, L., Berlian, L., Rakhmawan, A., Rohimah, B., & El Islami, A. Z. (2017). Efforts to Improve Scientific Literacy of Students through Guided Inquiry Learning Based on Local Wisdom of Baduy. Jurnal Penelitian Dan Pembelajaran IPA, 3(2), 84–91.

Sheeba, M. N. (2013). An Anatomy of Science Process Skills in The Light of the Challenges to Realize Science Instruction Leading to Global Excellence in Education. India: Educationia Confab.

Soobard, R., & Rannikmae, M. (2011). Assessing Student’s Level of Scientific Literacy Using Interdisciplinary Scenarios. Science Education International, 22(2), 133–144.

Sund, & Throwbridge. (2009). Teaching Science by Inquiry in the Secondary School. Ohio: Charless E. Merill Publishing Company.

Vayssettes, S. (Ed.). (2016). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic and Financial Literacy. Paris: OECD Publishing.




DOI: http://dx.doi.org/10.17977/jptpp.v5i10.14131

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Utaria Mutasam, Ibrohim Ibrohim, Herawati Susilo

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JPtpp is accredited “Rank 3” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated December 7, 2022, No: 225/E/KPT/2022, effective for five years from Volume 7 Issue 8, 2022 until Volume 12 Issue 7, 2027. Link to download

Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal of Education: Theory, Research, and Development

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License