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Detail Karya Ilmiah Dosen

Indarini Dwi Pursitasari

Judul : IDENTIFY SCIENTIFIC LITERACY FROM THE SCIENCE TEACHERSâ€™ PERSPECTIVE

Abstrak :
ABSTRACT
Scientific literacy is considered as a benchmark of high and low quality of science education in a country. This
study aims to identify the scientific literacy of teachers and learning science relation to the issues from the perspective
of
a science teacher. This descriptive study involved 25 science teachers who are members of MGMP
IPA in Bogor. The instrument used in this study consisted of scientific literacy tests and interviews. The results
showed that 20% of teachers have scientific literacy ability in the low category, 65% in the moderate category and
15% in the high category. The problems of teaching science based on teacher perspective are 1. having difficulty
to teach Integrated Science; 2. having limited knowledge related to learning models of Integrated Science; 3.
lack of motivation in teaching integrated science consistently. The results of these studies form the basis that the
professional trainings for junior high science teacher need to be conducted in a sustainable manner and related
with the needs of their proficiency.

Tahun : 2016 Media Publikasi : jurnal internasional

Kategori : Jurnal No/Vol/Tahun : 2 / 5 / 2016

ISSN/ISBN : 2339-1286

PTN/S : universitas pakuan Program Studi : PENDIDIKAN ILMU PENGETAHUAN ALAM

Bibliography :
REFERENCES
Acikalin, F. S. (2013). Middle school students’ conceptions
of
environmental issues. International
Journal of New Trends in Art, Sports & Science
Education. 2(4): 23-27
Alfieri, L., Brooks, P.J. & Aldrich, J.N. (2010). Does
Discovery-Based Instruction Enhance Learning?.

Journal of educational Psycology. (103)1:118.
Alwasilah, A.C. (2012). Pokoknya Rekayasa Literasi.
Bandung: Kiblat.
Ardianto, D dan Rubini, B. (2016). Komparasi Literasi
Sains
Siswa
Pada
Pembelajaran
IPA
Terpadu

dengan
Model Guided Discovery
dan Problem
Based
Learning.
Jurnal
Pendidikan
IPA
Indonesia.
Balitbang. (2012). Survei Internasional PISA. Jakarta:
Pusat Penelitian Pendidikan Balitbag Kemendikbud.
Brickman, P., Gormally, C., Armstrong N dan Hallar,
B. (2009). Effects of Inquiry-Based Learning
on Students’science Literacy Skills dnd Confidence.
International
Journal
for the Scholarship
of

Teaching and Learning. (3)2
Chen, C. T dan She, H. C. (2014). The Effectiveness
of Scientific Inquiry with/ without Integration
of Scientific Reasoning. International Journal of
Science and Mathematics Education.
Fraenkel, J.R., Wallen, N.E. dan Hyun, H.H. (2012).
How to Design and Evaluate Research in Education.
New York: McGraw-Hill.
Groves, F.H dan Pugh, A.F. (1999). Elementary PreService
Teacher
Perceptions
of
the Greenhouse
Effect. Journal of Science Education & Technology.
9: 75-81
Kahlid, T. (2011). Pre-service Teacher’s Misconceptoins
Regarding
Three Environmental
Issues.

Canadian
Journal
of
Environmental Educations. 6:
102-120
Koulaidis, V & Christidou, V. (1999). Model of Students’
Thinking
Concerning
the Greenhouse
Effect
and
Teaching
Implementations.
Science

Education.
83(5): 559-576
Marta, Febrian Andi. 2010. Analisis Literasi Sains
Siswa SMP dalam Pembelajaran IPA Terpadu
pada Tema Efek Rumah Kaca. Tesis. Bandung:

FPMIPA Universitas Pendidikan Indonesia
Nbina, J. B. (2013). The Relative Effectiveness of
Guided Discovery and Demonstration Teaching
Methods on Achievement
of
Chemistry

Students
of
Different levels of Scientific Literacy.
Journal
of
Research in Education and Society.
(4)1
Osborne, J., et al. (2001). Enhancing the quality of argument
in
school
science.
School
Science Review.

83
(301)
Rebich, S dan Gautier, C. (2005). Concept Mapping
to Reveal Prior Knowledge and Conceptual
Change in a Mock Summit Course on Global
Climate Change. Journal of Geoscience Education.
53(4): 355-365
Rubini,B dan Ardianto, D. (2014). Analisis Literasi
Sains Sisiwa di Kota Bogor. Laporan Penelitian.
Bogor: Pascasarjana Universitas Pakuan
Rustaman, N.Y. (2003). Literasi Sains Anak Indonesia
2000 dan 2003. Bandung: Universitas Pendidikan
Indonesia.
Sadler, T.D dan Zeidler, D.L. (2009). Scientific Literacy,
PISA,
dan Socioscientific Discourse:
Asessment
for
Progressive
Aims
of
Science Education.
Journal
of
science Teaching.1-13
Sadler, T.D dan Zeidler, D.L. (2005). The significance
of content knowledge for informal reasoning
regarding response to a sosiocientific issues:
Applying genetics knowledge to to genentic
engineering issues. Journal of Science Education.
89(1): 71-93
Soobard, R dan Rannikmae, M. (2011). Assessing
student’s level of scientific literacy using interdisciplinary
scenarios.
Science
Education International.
22 (2): 133-144
Spiropolou, D., Antonakaki, T., Kontaxaki, S & Bouras,
S.
(2007). Primary
Teachers’
Literacy and
Attitudes
on
Education
for Sustainable
Development.
Journal
of
Science Education Technology.
16: 443-450
Varma, K. (2014). Supporting Scientific Experimentation
and
Reasoning
in
Young
Elementary

School
Students.
Journal
of
Science Education
and Technology. 23: 381–397.
Vosniadou, S dan Ioannides, C. (1998). From conceptual
development
to science
education:
a
psy-
chological point of view. International Journal of
Science Education. 20(10): 1213-1230
Yang, F.Y. & Tsai, C.C. (2010). Reasoning about sci-
ence-related uncertain issues and epistemological
perspectives
among children.
Instructional

Science.
38: 325–354.

URL : http://journal.unnes.ac.id/index.php/jpii

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Detail Karya Ilmiah Dosen

Indarini Dwi Pursitasari

Judul	:	IDENTIFY SCIENTIFIC LITERACY FROM THE SCIENCE TEACHERSâ€™ PERSPECTIVE
Abstrak	:	ABSTRACT Scientific literacy is considered as a benchmark of high and low quality of science education in a country. This study aims to identify the scientific literacy of teachers and learning science relation to the issues from the perspective of a science teacher. This descriptive study involved 25 science teachers who are members of MGMP IPA in Bogor. The instrument used in this study consisted of scientific literacy tests and interviews. The results showed that 20% of teachers have scientific literacy ability in the low category, 65% in the moderate category and 15% in the high category. The problems of teaching science based on teacher perspective are 1. having difficulty to teach Integrated Science; 2. having limited knowledge related to learning models of Integrated Science; 3. lack of motivation in teaching integrated science consistently. The results of these studies form the basis that the professional trainings for junior high science teacher need to be conducted in a sustainable manner and related with the needs of their proficiency.
Tahun	:	2016	Media Publikasi	:	jurnal internasional
Kategori	:	Jurnal	No/Vol/Tahun	:	2 / 5 / 2016
ISSN/ISBN	:	2339-1286
PTN/S	:	universitas pakuan	Program Studi	:	PENDIDIKAN ILMU PENGETAHUAN ALAM
Bibliography	:	REFERENCES Acikalin, F. S. (2013). Middle school students’ conceptions of environmental issues. International Journal of New Trends in Art, Sports & Science Education. 2(4): 23-27 Alfieri, L., Brooks, P.J. & Aldrich, J.N. (2010). Does Discovery-Based Instruction Enhance Learning?. Journal of educational Psycology. (103)1:118. Alwasilah, A.C. (2012). Pokoknya Rekayasa Literasi. Bandung: Kiblat. Ardianto, D dan Rubini, B. (2016). Komparasi Literasi Sains Siswa Pada Pembelajaran IPA Terpadu dengan Model Guided Discovery dan Problem Based Learning. Jurnal Pendidikan IPA Indonesia. Balitbang. (2012). Survei Internasional PISA. Jakarta: Pusat Penelitian Pendidikan Balitbag Kemendikbud. Brickman, P., Gormally, C., Armstrong N dan Hallar, B. (2009). Effects of Inquiry-Based Learning on Students’science Literacy Skills dnd Confidence. International Journal for the Scholarship of Teaching and Learning. (3)2 Chen, C. T dan She, H. C. (2014). The Effectiveness of Scientific Inquiry with/ without Integration of Scientific Reasoning. International Journal of Science and Mathematics Education. Fraenkel, J.R., Wallen, N.E. dan Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill. Groves, F.H dan Pugh, A.F. (1999). Elementary PreService Teacher Perceptions of the Greenhouse Effect. Journal of Science Education & Technology. 9: 75-81 Kahlid, T. (2011). Pre-service Teacher’s Misconceptoins Regarding Three Environmental Issues. Canadian Journal of Environmental Educations. 6: 102-120 Koulaidis, V & Christidou, V. (1999). Model of Students’ Thinking Concerning the Greenhouse Effect and Teaching Implementations. Science Education. 83(5): 559-576 Marta, Febrian Andi. 2010. Analisis Literasi Sains Siswa SMP dalam Pembelajaran IPA Terpadu pada Tema Efek Rumah Kaca. Tesis. Bandung: FPMIPA Universitas Pendidikan Indonesia Nbina, J. B. (2013). The Relative Effectiveness of Guided Discovery and Demonstration Teaching Methods on Achievement of Chemistry Students of Different levels of Scientific Literacy. Journal of Research in Education and Society. (4)1 Osborne, J., et al. (2001). Enhancing the quality of argument in school science. School Science Review. 83 (301) Rebich, S dan Gautier, C. (2005). Concept Mapping to Reveal Prior Knowledge and Conceptual Change in a Mock Summit Course on Global Climate Change. Journal of Geoscience Education. 53(4): 355-365 Rubini,B dan Ardianto, D. (2014). Analisis Literasi Sains Sisiwa di Kota Bogor. Laporan Penelitian. Bogor: Pascasarjana Universitas Pakuan Rustaman, N.Y. (2003). Literasi Sains Anak Indonesia 2000 dan 2003. Bandung: Universitas Pendidikan Indonesia. Sadler, T.D dan Zeidler, D.L. (2009). Scientific Literacy, PISA, dan Socioscientific Discourse: Asessment for Progressive Aims of Science Education. Journal of science Teaching.1-13 Sadler, T.D dan Zeidler, D.L. (2005). The significance of content knowledge for informal reasoning regarding response to a sosiocientific issues: Applying genetics knowledge to to genentic engineering issues. Journal of Science Education. 89(1): 71-93 Soobard, R dan Rannikmae, M. (2011). Assessing student’s level of scientific literacy using interdisciplinary scenarios. Science Education International. 22 (2): 133-144 Spiropolou, D., Antonakaki, T., Kontaxaki, S & Bouras, S. (2007). Primary Teachers’ Literacy and Attitudes on Education for Sustainable Development. Journal of Science Education Technology. 16: 443-450 Varma, K. (2014). Supporting Scientific Experimentation and Reasoning in Young Elementary School Students. Journal of Science Education and Technology. 23: 381–397. Vosniadou, S dan Ioannides, C. (1998). From conceptual development to science education: a psy- chological point of view. International Journal of Science Education. 20(10): 1213-1230 Yang, F.Y. & Tsai, C.C. (2010). Reasoning about sci- ence-related uncertain issues and epistemological perspectives among children. Instructional Science. 38: 325–354.
URL	:	http://journal.unnes.ac.id/index.php/jpii