PENGARUH METODE INQUIRI TERHADAP LITERASI SAINS DAN HASIL BELAJAR IPA SISWA KELAS V SDN 4 SANGSIT

This research aims to investigate the effect of inquiry model implementation towards science literacy and science learning outcome of SDN 4 Sangsit. This was quasi-experimental research with Posttest-Only Control-Group Design. Research population was all students V SD 4 Sangsit which consisted of 40 students. A total of 40 students were selected as the sample which was determined by random sampling technique. Science literacy data were collected using questionniare and science learning outcome data were collected using multiple choice test. Data were analyzed using MANOVA (Multivariate Analysis of Variance) assisted by SPSS 17.00 for windows. Research results show: First, science literacy of students who followed inquiry method was better than students who followed conventional learning. Second, science learning outcome of students who followed inquiry method was better than students who followed conventional learning. Third, science literacy and learning outcome of students who followed inquiry method were significantly better than students who followed conventional learning

Inquiry, engagement, and literacy in science: a retrospective, cross-national analysis of PISA 2006

In this study, we examine patterns of students’ literacy and engagement in science associated with different levels of ‘inquiry-oriented’ learning reported by students in Australia, Canada, and New Zealand. To achieve this we analysed data from the Organisation for Economic Co-operation and Development’s (OECD) 2006 Programme for International Student Assessment (PISA) which had science as its focus. Consistently, our findings show that science students who report experiencing low levels of inquiry-oriented learning activities are found to have above average levels of science literacy, but below average levels of interest in science, and below average levels on six variables that reflect students’ engagement in science. Our findings show that the corollary is also true. Across the three countries, students who report high levels of inquiry-oriented learning activities in science are observed to have below average levels of science literacy, but above average levels of interest in learning science, and above average engagement in science. These findings appear to run counter to science education orthodoxy that the more students experience inquiry-oriented teaching and learning, the more likely they are to have stronger science literacy, as well as more positive affect towards science. We discuss the implications of these findings for science educators and researchers

Exploring Aspects of Science Literacy Demonstrated by Early Undergraduate STEM Majors through a Manuscript-Style Writing Assignment

Over the past twenty years, scientific literacy amongst undergraduates has not improved despite their exposure to higher education science classes. Underlying mechanisms of science literacy development are poorly understood; however, exposure to authentic practices in science has been demonstrated as a means to fostering science literacy development. A unique approach to studying science literacy is through examining the three domains of the science literacy conceptual framework developed in this study, Science as Access, Science as Process, and Science as a Sociopolitical Factor and their components as they emerge through the process of writing a manuscript-style writing assignment. In this exploratory qualitative study, three research questions are addressed: 1. How do students demonstrate science literacy at different points in the writing process as they work towards completing the manuscript style writing assignment, 2. How do course artifacts related to this assignment demonstrate science literacy, and 3. How do students talk about what it means to be scientifically literate? Eight introductory STEM students participated in this study; using a combination of interviews and artifacts surrounding the manuscript-writing process and analytic techniques, a pre-structured case study was developed for each participant. A cross-case analysis was performed across all eight pre-structured cases to develop themes consistent across cases. A total of nine themes emerged from the data. The data suggested that all eight students demonstrated some aspects of science literacy. The cross-case analysis suggested that introductory STEM students have similar strengths and struggles within the Science as Access and Science as Process domains often disregarding the Science as Sociopolitical Factor domain. Students’ perceptions also had an influence on their manuscript-style writing assignment. The implications of this study indicated that to further support science literacy in the undergraduate STEM classroom, students should be engaged in communities of practices starting in introductory courses to increase exposure to authentic practices, these authentic practices should be spread across the curriculum to challenge students to develop scientific writing norms, and the scientific writing process should be scaffolded throughout and across the curriculum and iterative in nature to promote development of science literacy

STEM-based PjBL Learning Model with Manggaraians Indigenous Science Content to Improve Science Literacy: is it Effective?

This study aims to develop the effectiveness of the STEM-based PjBL (Project-Based Learning) model which incorporates Manggarai indigenous knowledge content to increase scientific literacy in elementary school students. The target population of this study were elementary school students in Langke Rembong District, Manggarai Regency. The research follows the Borg & Gall model for research and development. Data collection included administering scientific literacy tests to assess students' knowledge, attitudes, and competencies related to original science content. To assess the effectiveness of the STEM-based PjBL model, an ANOVA test was used to compare the literacy level of science students who took innovative models with students who took conventional learning. The results of hypothesis testing show that the STEM-based PjBL model has proven effective in increasing scientific literacy in various dimensions, including students' content knowledge, contextual understanding, attitudes towards science, and competency in applying scientific concepts. Notably, after implementing the product trials, significant differences in scientific literacy were observed between students who were exposed to STEM-based PjBL-based models and those who followed conventional teaching methods. These findings underscore the potential of the STEM-based PjBL approach, combined with native Manggarai science content, as an effective means of increasing science literacy among elementary school students

Project-based Science Learning and Pre-service Teachers' Science Literacy Skill and Creative Thinking

This study set out to examine the effectiveness of project-based science learning towards pre-service teachers literacy skills and learning creativity in wave and optical materials. This quasi-experimental study involved 115 students of Primary Teacher Education Program, Universitas Sebelas Maret Surakarta. Direct and in-depth data dissemination techniques were used in this study. The aspects of creative thinking abilities include fluency, authenticity, elaboration, and flexibility. Mann Withney U test was used to test the hypothesis, while the N-Gain test was performed to determine the pre-service teachers improvement in scientific literacy skills and creative thinking. Both qualitative and quantitative data analyses were performed in this study. The results showed that: 1) material and optical tools–based learning activities are appropriate for the pre-service teachers scientific literacy skills and creative thinking. The correct answer term includes the highest average probability statistics from other subindicators; 2) aspects of science that are used in the aspects of literacy is in good category but the originality aspect in its ability needs to be developed and processed continuously

EXAMINING OF INFORMATION LITERACY AND SCIENCE PROCESS SKILLS TOWARDS GRADE POINT AVERAGE: A PRELIMINARY RESEARCH

Information Literacy (IL) and Science Process Skills (SPS) have been widely examined to enhance the quality of learning, especially in higher education, in which information technology has become the basis of human life. This research aims to explore the relationship between IL and SPS to the grade point average (GPA) of pre-service science student. Determination of samples using a typical case sampling is 278 students from 329 active students in the program at S1-Science Education, Surabaya State University (UNESA). This research uses quantitative approaches. The source of data is a test result of IL and SPS towards a GPA in the odd 2017/2018 semester. The data were analyzed using the Minitab 16 program. The results of the data analysis showed that   = 26,69 ˃ 3,03 =   = (0,05;2;275) or in other words support data to reject   with confidence level 95%. This investigation concludes that there is a significant relationship between variable information literacy and science process skills together against the grade point average. The results of the research are expected to be one of the considerations in choosing and determining the right learning of science teachers,

The Impact of a Nation’s Research and Development Expenditure On Scientific Literacy

Through pooled cross-sectional analysis of data from the OECD’s triennial Programme for International Student Assessment (PISA), we estimate the effects of a nation’s research and development expenditure on scientific literacy. Controlling for economic, educational, and demographic factors for over sixty countries between 1998 and 2015, we find that the amount of funds a nation allocates towards research and development has a positive and statistically significant association with scientific literacy. These results suggest that, along with established socioeconomic and educational determinants of scholastic achievement, the prioritization of research and development by a nation—beginning with policymakers—may function as a tacit cultural approval of science, and therefore may be auspicious to the quality and efficacy of science education

Combining statistical and machine learning methods to explore German students’ attitudes towards ICT in PISA

In our age of big data and growing computational power, versatility in data analysis is important. This study presents a flexible way to combine statistics and machine learning for data analysis of a large-scale educational survey. The authors used statistical and machine learning methods to explore German students’ attitudes towards information and communication technology (ICT) in relation to mathematical and scientific literacy measured by the Programme for International Student Assessment (PISA) in 2015 and 2018. Implementations of the random forest (RF) algorithm were applied to impute missing data and to predict students’ proficiency levels in mathematics and science. Hierarchical linear models (HLM) were built to explore relationships between attitudes towards ICT and mathematical and scientific literacy with the focus on the nested structure of the data. ICT autonomy was an important variable in RF models, and associations between this attitude and literacy scores in HLM were significant and positive, while for other ICT attitudes the associations were negative (ICT in social interaction) or non-significant (ICT competence and ICT interest). The need for further research on ICT autonomy is discussed, and benefits of combining statistical and machine learning approaches are outlined

ANALISIS LITERASI LINGKUNGAN SISWA SMP PADA SEKOLAH BERKURIKULUM WAWASAN LINGKUNGAN

This study aims to describe the environmental literacy skills of students in schools that apply an environment curriculum. The type of research used is descriptive with a quantitative approach. The subjects in this study were 75 students of eight class and science teachers in schools with an environmental curriculum, namely State Junior High School 16 of Surabaya. The research instrument used test question sheets, questionnaires, and interviews. The research data were analyzed descriptively based on the achievement score criteria of each indicator of environmental literacy. The results showed that student's environmental literacy skills on the indicators of knowledge had a percentage of 46.3% with a fairly good category, cognitive skills had a percentage of 36.7% in a bad category, students' attitudes towards the environment had a percentage of 79.5% in a good category, and student behavior towards the environment has a percentage of 79.0% in a good category

Climate Science Literacy: A Study of Climate Programs\u27 Usability

Literacy is an important facet of understanding how undergraduate college students comprehend climate science. This research, conducted at West Virginia University, examines the usability of climate data in three commonly used climate programs to reduce the prominent knowledge gap in climate science literacy about college students. The objective of this research is to investigate the knowledge gap in climate science literacy by conducting focus group surveys to examine the usability of programs that use climate datasets. The three programs used in this research were the NOAA online tool, NASA’s Panoply data viewer, and GrADS programmable tool. The NOAA tool is based online with built in datasets. Panoply and GrADS are software programs that require external datasets. Each program was tested for usability. This research employed a mixed methods explanatory design to address research questions. To evaluate programs’ usability, the data from face-to-face interview and paper-based survey were quantitatively analyzed. To evaluate attitude toward three climate programs, the data from semi-structured interviews were qualitatively analyzed. My initial expectation was that participants would have difficulty with some of the programs used by climate scientists, and this would negatively impact their attitude towards the programs after attempting to use them. Identifying these difficulties would provide a possible way to address climate science literacy for undergraduate college students. The research encountered a major limitation of volunteer recruitment for participation in both surveys and interviews. As an artifact of this limitation, the quantitative and qualitative analysis contained a small sample size of eight participants. The results of the quantitative and qualitative analysis revealed that participants found NOAA and Panoply relatively easier to work with than GrADS programmable tool, which was found to be the most challenging program to use by participants. Participants chose the NOAA online tool as having the highest usability among the three programs. Although the NOAA online tool was determined to be the easiest to use, qualitative results revealed Panoply data viewer was the most preferred program due to a better map output. The overall attitudes towards each program were: NOAA is easy to use, Panoply is somewhat easy to use, and is preferred, and GrADS is challenging to use and requires training to use successfully. This assessment of the usability of these three commonly used climate programs in teaching and research of climatology can aid in the advancement of climate science literacy. Panoply should be used as an introductory program to give students a good representation of climate programs. Results indicate that when students find the climate programs accessible they pay more attention in climate data analysis. Panoply can capture attention by creating aesthetically pleasing maps. The NOAA online tool, which had the highest usability among all the three programs, should be used as an introductory teaching tool for climate science. GrADS programmable tool can be used as an advanced statistical climate-based program. These recommendations support the advancement of climate science literacy, and address misconceptions and mistrust of climate science by providing students with a way to do analysis for themselves