2 research outputs found

    Development of INoSIT (Integration Nature of Science in Inquiry with Technology) Learning Models to Improve Science Literacy: A Preliminary studies

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    Has successfully created the INoSIT learning paradigm to increase students' science literacy competency. This design aims to integrate information and communication technology (ICT) with inquiry and nature of science (NoS) models to teach scientific literacy to junior high school students using a multi-representation method. The BSCS 5E model (Involvement of Biological Science Curriculum Study, Exploration, Explanation, Elaboration, and Evaluation) and the IBL model (Investigation-based learning) have many phases whose implementation requires many processes. So, the INoSIT model is designed to simplify multiple phases or sub-phases. As a result, IBL (inquiry-based learning) is ineffective and inefficient in terms of learning time. It is also challenging to teach scientific literacy of abstract concepts using this method. The study employs a descriptive analysis method in conjunction with a literature review pattern.  The INoSIT model with the syntax Eliciting, Hypothesis, Testing Hypothesis, Elucidation, and Reflection was created from the results of the investigation of the weaknesses of the BSCS 5E (Biological Science Curriculum Study Engagement, Exploration, Explanation, Elaboration, and Evaluation) and the IBL (Inquiry-based learning) models. To construct students' knowledge of literacy and the study is anticipated to contribute to creativity, originality, and the development of a proclivity for inquiry and researc

    Design of Exo Physics Book Based on Mobile Application as a Means of Literacy Learning Media for Remote Areas in Indonesia

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    The Indonesian Ministry of Education pays a lot of attention to education in remote areas. The lack of equal education and the level of access to education are two of the main reasons. In remote areas of Indonesia, there are still very few educational facilities, either in the form of infrastructure or other facilities, one of which is learning resources. Today's learning resources can only be used in well-developed, easy-to-reach cities. They can't be used in less-developed, remote, or remotest areas. Reports and results of observations from some remote areas say that almost all children have used Android, but not to play games as it was meant to be used. It opens up opportunities, especially for making learning tools that can be used anywhere and at any time without a stable internet connection. This means that kids can use them whenever and wherever they want. Therefore, the Exo physics book is designed with this in mind. This study aims to develop a learning resource as a packaged Android application using design thinking and scientific literacy approaches. (1)empathizing, (2) defining, (3) idling, (4) prototyping, and (5) testing comprise the design thinking phase. Five schools in remote parts of Southeast Sulawesi were used to test products with students and teachers as respondents. The result of the development of Learning media is called Exo physic book which is equipped with learning video and game features in addition to materials and questions. The findings of the analysis of teacher and student responses to the Exo physic book strongly support point 4 that it should be used as a resource for learning support. Therefore, Exo physics books can be used as one of the learning resources because the design development pays attention to network access needs so that students can use it anywhere and anytim
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