Repository Universitas Pakuan

Detail Karya Ilmiah Dosen

Indarini Dwi Pursitasari, Didit Ardianto, Surti Kurniasih, Irfan Hidayat

Judul : How to Develop Teaching Material to Promote Studentâ€™s Scientific Literacy Through Blended Learning at Junior High School?

Abstrak :
The purpose of this study was to develop teaching material to promote student’s scientific literacy through blended teaching material on junior high school. This teaching material was developed using the ADDIE design. Having analysed and designed steps, the online teaching material draft was then validated by five experts and twenty science teachers. Furthermore, the teaching material about the earth's atmosphere implemented to 38 junior high school students. Data collection uses scientific literacy tests, observation, and questionnaires. The analysis of data was carried out descriptive quantitative. The results showed that the teaching material has been valid based on the result of five experts and twenty teachers assessing. The teaching material on earth's atmosphere was able to promote students' scientific literacy in terms of students to identify atmospheric issues in life, make conclusions based on evidence, and understand of the concepts. Students also expressed satisfaction with the content and presentation of teaching material.

Keywords: scientific literacy, teaching material, earth’ atmosphere, blended learning

Tahun : 2020 Media Publikasi : Jurnal Internasional

Kategori : Jurnal No/Vol/Tahun : 17 / 11 / 2020

ISSN/ISBN : 2222-1735

PTN/S : Universitas Pakuan Program Studi : PENDIDIKAN ILMU PENGETAHUAN ALAM

Bibliography :
Akerson, VL, Cullen, TA, & Hanson, DL. (2009). Fostering a community of practice through a professional development program to improve elementary teachers’ views of nature of science and teaching practice. Journal of Research in Science Teaching, 46(10), 1090–1113.

Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 133–1148.

Ardianto, D., & Pursitasari, I. D. (2017). Do middle school science textbook enclose an entity of science literacy? Journal Humanities Social Study. 01(01), 24–27. Bakirci, H., Calik, M., & Cepni, S, 2017. The effect of the common knowledge construction model-oriented education on sixth grade student’s views on the nature of science. Journal of Baltic Science Education. 16(1): 43-55.

Brickman, P., Gormally, C., Amstrong, N.& Hallar, B. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), 1-22.

Chiappetta, E. L., Fillman, D. A., & Sethna, G. H. (1991). A method to quantify major themes of scientific literacy in science textbooks. Journal of Research Science. Teaching. 28(8), 713–725.

Dogan, N, & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: a national study. Journal of Research in Science Teaching, 45(10), 1083–1112.

Eitel, A., Scheiter, K., & Schüler, A. (2012). The time course of information extraction from instructional diagrams. Perceptual and Motor Skills, 115, 677–701.

Eitel, A., & Scheiter, K. (2014). Picture or text first? Explaining sequence effects when learning with pictures and text.

Educational Psychology Review, 27, 153–180. Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers and Education, 135, 138–159.

Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education, 7th ed. New York: McGraw-Hill.

Gormally, C., Brickman, P. & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. Life Sciences Education, 11, 364–377

Gündüz, A. Y., AlemdaÄŸ, E., YaÅŸar, S., & Erdem, M. (2016). Design of a problem-based online learning environment and evaluation of its effectiveness. The Turkish Online Journal of Educational Technology, 15(3), 49–57

Hake, R. R. (1999). Analyzing change/gain scores. Tersedia di http://www.physics.indiana.edu/~ sdi/AnalyzingChange-Gain.pdf.

Hendriana, H., Putra, H. D., & Hidayat, W. (2019). How to design teaching materials to improve the ability of mathematical refective thinking of senior high school students. Eurasia: Journal of Mathematics Science and Technology Education, 15(12), 1790-1810,

Hiltz, S. R. & Turoff, M. (2005). Education goes digital. Communications of the ACM, 48(10), 59

Kartal, E. D., Cobern, W. W., Dogan, N., Irez, S., Cakmakci, G., & Yalaki, Y. (2018). Improving science teachers’ nature of science views through an innovative continuing professional development program. International Journal of STEM Education, 5, 30.

Kotkas, T., Holbrook, J., & Rannikmäe, M. (2016). Identifying characteristics of science teaching/teaching materials promoting students’ intrinsic relevance. Science Education International, 27(2), 194–216

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, 1(3), 138-147.

Li, Z. (2017). An online interactive courseware for the course of textile materials. International Journal of Education and Teaching. 12 (9), 145-155.

Lindner, M. A., Eitel, A., Barenthien, J. & Köller, O. (2018). An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition, Learning and Instruction, 1-20.

Ma, J. (2013). A study of interpreting skills from the perspective of interpreting process. Journal of Language Teaching and Research, 4(6), 1232-1237.

Michel, H., & Neumann, I. (2017). Nature of Science and Science Content Learning: The Relation Between Students’ Nature of Science Understanding and Their Learning About the Concept of Energy. Science & Education. 25(9).

Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135.

Nelson, C. E., Scharmann, L., Beard, J., & Flammer, L. I. (2019). The nature of science as a foundation for fostering a better understanding of evolution. Evolution: Education and Quotrech. 12(6), 1-6.

OECD. (2016a). PISA 2015. Assessment and Analytical Framework. Paris:

OECD Publishing. OECD. (2016b). PISA 2015. Result in Focus. Paris:

OECD Publishing. OECD. (2019). PISA 2018 Result. Paris: OECD Publishing.

Pereira, J. A., Pleguezuelos, E., Merí, A., Molina-Ros, A., Molina-Tomás, M. C., & Masdeu, C. (2007). Effectiveness of using blended learning strategies for teaching and learning human anatomy. Medical Education, 41(2), 189–195.

Putra, M. I. S., Widodo, W., & Jatmiko, B. (2016). The development of guided inquiry science teaching materials to improve science literacy skill of prospective teachers. Jurnal Pendidikan IPA Indonesia. 5(1), 83-93

Rekkedal, T., Qvist-Eriksen, S., Keegan, D., Súilleabháin, G.Ó., Coughlan, R., Fritsch, H., et al. (2003). Internet based e-learning, pedagogy and support systems. Norway: NKI Distance Education.

Rubini, B., Ardianto, A., Pursitasari, D., & Permana, I. (2016). Identify scientific literacy from the science teachers. Jurnal Pendidikan IPA Indonesia. 5(2), 299–303

Rubini, B., Permanasari, A., & Yuningsih, W. (2018). Learning multimedia based on science literacy on the lightning theme. Jurnal Penelitian dan Pembelajaran IPA. 4(2), 89-95

Rusilowati, A,, Nugroho, S. E., & Susilowati, S. M. E. (2016). Development of science textbook based on scientific literacy for secondary school. Jurnal Pendidikan. Fisika. Indonesia. 12(2), 98–105.

Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13, 141–156.

Schroeder, M., Mckeough, A., Graham, S., & Bisanz, G. (2009). The contribution of trade books to early science literacy: In and out of school. Research in Science Education. 39, 231–250. ÅžendaÄŸ, S., & Ferhan OdabaÅŸÄ±, H. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53(1), 132–141.

Serpell, R. (2011). Social responsibility as a dimension of intelligence, and as an educational goal: Insights from programmatic research in an African society. Child Development Perspectives, 5(2), 126–133.

Singer, F. M. & Stoicescu, D. (2011). Using blended learning as a tool to strengthen teaching competences. Procedia Computer Science. 3, 1527–1531.

Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43(6), 51-54.

Stockwell, B. R., Stockwell, M. S., Cennamo, M., & Jiang, E. (2015). Blended learning improves science education. Cell, 162(5), 933–936. Tsai, W. M., & Wu, C. M. (2017). The environment of aggregated deep convection. Journal of Advances in Modelling Earth Systems, 9(5), 2061–2078.

Van Niekerk, J., & Webb, P. (2016). The effectiveness of brain-compatible blended teaching material in the teaching of programming logic. Computers & Education, 103, 16–27.

URL : https://iiste.org/Journals/index.php/JEP/article/view/53191

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Detail Karya Ilmiah Dosen

Indarini Dwi Pursitasari, Didit Ardianto, Surti Kurniasih, Irfan Hidayat

Judul	:	How to Develop Teaching Material to Promote Studentâ€™s Scientific Literacy Through Blended Learning at Junior High School?
Abstrak	:	The purpose of this study was to develop teaching material to promote student’s scientific literacy through blended teaching material on junior high school. This teaching material was developed using the ADDIE design. Having analysed and designed steps, the online teaching material draft was then validated by five experts and twenty science teachers. Furthermore, the teaching material about the earth's atmosphere implemented to 38 junior high school students. Data collection uses scientific literacy tests, observation, and questionnaires. The analysis of data was carried out descriptive quantitative. The results showed that the teaching material has been valid based on the result of five experts and twenty teachers assessing. The teaching material on earth's atmosphere was able to promote students' scientific literacy in terms of students to identify atmospheric issues in life, make conclusions based on evidence, and understand of the concepts. Students also expressed satisfaction with the content and presentation of teaching material. Keywords: scientific literacy, teaching material, earth’ atmosphere, blended learning
Tahun	:	2020	Media Publikasi	:	Jurnal Internasional
Kategori	:	Jurnal	No/Vol/Tahun	:	17 / 11 / 2020
ISSN/ISBN	:	2222-1735
PTN/S	:	Universitas Pakuan	Program Studi	:	PENDIDIKAN ILMU PENGETAHUAN ALAM
Bibliography	:	Akerson, VL, Cullen, TA, & Hanson, DL. (2009). Fostering a community of practice through a professional development program to improve elementary teachers’ views of nature of science and teaching practice. Journal of Research in Science Teaching, 46(10), 1090–1113. Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 133–1148. Ardianto, D., & Pursitasari, I. D. (2017). Do middle school science textbook enclose an entity of science literacy? Journal Humanities Social Study. 01(01), 24–27. Bakirci, H., Calik, M., & Cepni, S, 2017. The effect of the common knowledge construction model-oriented education on sixth grade student’s views on the nature of science. Journal of Baltic Science Education. 16(1): 43-55. Brickman, P., Gormally, C., Amstrong, N.& Hallar, B. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), 1-22. Chiappetta, E. L., Fillman, D. A., & Sethna, G. H. (1991). A method to quantify major themes of scientific literacy in science textbooks. Journal of Research Science. Teaching. 28(8), 713–725. Dogan, N, & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: a national study. Journal of Research in Science Teaching, 45(10), 1083–1112. Eitel, A., Scheiter, K., & Schüler, A. (2012). The time course of information extraction from instructional diagrams. Perceptual and Motor Skills, 115, 677–701. Eitel, A., & Scheiter, K. (2014). Picture or text first? Explaining sequence effects when learning with pictures and text. Educational Psychology Review, 27, 153–180. Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers and Education, 135, 138–159. Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education, 7th ed. New York: McGraw-Hill. Gormally, C., Brickman, P. & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. Life Sciences Education, 11, 364–377 Gündüz, A. Y., AlemdaÄŸ, E., YaÅŸar, S., & Erdem, M. (2016). Design of a problem-based online learning environment and evaluation of its effectiveness. The Turkish Online Journal of Educational Technology, 15(3), 49–57 Hake, R. R. (1999). Analyzing change/gain scores. Tersedia di http://www.physics.indiana.edu/~ sdi/AnalyzingChange-Gain.pdf. Hendriana, H., Putra, H. D., & Hidayat, W. (2019). How to design teaching materials to improve the ability of mathematical refective thinking of senior high school students. Eurasia: Journal of Mathematics Science and Technology Education, 15(12), 1790-1810, Hiltz, S. R. & Turoff, M. (2005). Education goes digital. Communications of the ACM, 48(10), 59 Kartal, E. D., Cobern, W. W., Dogan, N., Irez, S., Cakmakci, G., & Yalaki, Y. (2018). Improving science teachers’ nature of science views through an innovative continuing professional development program. International Journal of STEM Education, 5, 30. Kotkas, T., Holbrook, J., & Rannikmäe, M. (2016). Identifying characteristics of science teaching/teaching materials promoting students’ intrinsic relevance. Science Education International, 27(2), 194–216 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, 1(3), 138-147. Li, Z. (2017). An online interactive courseware for the course of textile materials. International Journal of Education and Teaching. 12 (9), 145-155. Lindner, M. A., Eitel, A., Barenthien, J. & Köller, O. (2018). An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition, Learning and Instruction, 1-20. Ma, J. (2013). A study of interpreting skills from the perspective of interpreting process. Journal of Language Teaching and Research, 4(6), 1232-1237. Michel, H., & Neumann, I. (2017). Nature of Science and Science Content Learning: The Relation Between Students’ Nature of Science Understanding and Their Learning About the Concept of Energy. Science & Education. 25(9). Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. Nelson, C. E., Scharmann, L., Beard, J., & Flammer, L. I. (2019). The nature of science as a foundation for fostering a better understanding of evolution. Evolution: Education and Quotrech. 12(6), 1-6. OECD. (2016a). PISA 2015. Assessment and Analytical Framework. Paris: OECD Publishing. OECD. (2016b). PISA 2015. Result in Focus. Paris: OECD Publishing. OECD. (2019). PISA 2018 Result. Paris: OECD Publishing. Pereira, J. A., Pleguezuelos, E., Merí, A., Molina-Ros, A., Molina-Tomás, M. C., & Masdeu, C. (2007). Effectiveness of using blended learning strategies for teaching and learning human anatomy. Medical Education, 41(2), 189–195. Putra, M. I. S., Widodo, W., & Jatmiko, B. (2016). The development of guided inquiry science teaching materials to improve science literacy skill of prospective teachers. Jurnal Pendidikan IPA Indonesia. 5(1), 83-93 Rekkedal, T., Qvist-Eriksen, S., Keegan, D., Súilleabháin, G.Ó., Coughlan, R., Fritsch, H., et al. (2003). Internet based e-learning, pedagogy and support systems. Norway: NKI Distance Education. Rubini, B., Ardianto, A., Pursitasari, D., & Permana, I. (2016). Identify scientific literacy from the science teachers. Jurnal Pendidikan IPA Indonesia. 5(2), 299–303 Rubini, B., Permanasari, A., & Yuningsih, W. (2018). Learning multimedia based on science literacy on the lightning theme. Jurnal Penelitian dan Pembelajaran IPA. 4(2), 89-95 Rusilowati, A,, Nugroho, S. E., & Susilowati, S. M. E. (2016). Development of science textbook based on scientific literacy for secondary school. Jurnal Pendidikan. Fisika. Indonesia. 12(2), 98–105. Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13, 141–156. Schroeder, M., Mckeough, A., Graham, S., & Bisanz, G. (2009). The contribution of trade books to early science literacy: In and out of school. Research in Science Education. 39, 231–250. ÅžendaÄŸ, S., & Ferhan OdabaÅŸÄ±, H. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53(1), 132–141. Serpell, R. (2011). Social responsibility as a dimension of intelligence, and as an educational goal: Insights from programmatic research in an African society. Child Development Perspectives, 5(2), 126–133. Singer, F. M. & Stoicescu, D. (2011). Using blended learning as a tool to strengthen teaching competences. Procedia Computer Science. 3, 1527–1531. Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43(6), 51-54. Stockwell, B. R., Stockwell, M. S., Cennamo, M., & Jiang, E. (2015). Blended learning improves science education. Cell, 162(5), 933–936. Tsai, W. M., & Wu, C. M. (2017). The environment of aggregated deep convection. Journal of Advances in Modelling Earth Systems, 9(5), 2061–2078. Van Niekerk, J., & Webb, P. (2016). The effectiveness of brain-compatible blended teaching material in the teaching of programming logic. Computers & Education, 103, 16–27.
URL	:	https://iiste.org/Journals/index.php/JEP/article/view/53191