Comparing the Students’ Scientific Literacy Based on Teaching Models and Science Textbook on Expansion Concept

DOI

10.2991/assehr.k.200620.117How to use a DOI?

Keywords

guided inquiry, direct instruction, literacy-based science textbook, scientific literacy

Abstract

The aim of this study is to determine the differences in students’ scientific literacy regarding applied teaching model and science textbook they used in the learning activity. This study used the true experimental method with pretest-posttest control group design. The result of the comparative test using ANOVA showed a different improvement level of students’ scientific literacy among 1st and 2nd experiment group, as well as the control group. The highest improvement of students’ scientific literacy was found in the 1st group which used science literacy-based textbook (STbL) in combination with the application of guided inquiry teaching model (GI) or so-called GI-STbL. The lowest improvement was obtained in the control group which applied the direct instruction teaching model (DI) without STbL (DI-nSTbL). Moreover, it is strengthened by the gain test result which shows that the increase of students’ scientific literacy was in medium criteria, particularly in the 1st group (0.58) and the 2nd group (0.32). Meanwhile, the control group (DI-nSTbL) shows the low standard (0.28). Also, the average score of cognitive, affective, and psychomotor of GI group was higher than DI group. In conclusion, guided inquiry with science literacy-based textbook is effective in increasing the students’ scientific literacy.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Supriyadi
AU  - Ani Rusilowati
AU  - P. Astuti
AU  - Wiyanto
PY  - 2020
DA  - 2020/06/23
TI  - Comparing the Students’ Scientific Literacy Based on Teaching Models and Science Textbook on Expansion Concept
BT  - Proceedings of the International Conference on Science and Education and Technology (ISET 2019)
PB  - Atlantis Press
SP  - 577
EP  - 581
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200620.117
DO  - 10.2991/assehr.k.200620.117
ID  - 2020
ER  -