Repository Universitas Pakuan

Detail Karya Ilmiah Dosen

Bibin Rubini, Indarini Dwi Pursitasari, Didit Ardianto, Haris Nugraha

Judul : IMPROVING STUDENTSâ€™SCIENTIFIC LITERACY ON ENVIRONMENTAL POLLUTION THROUGH LABORATORY-BASED LEARNING

Abstrak :
The purpose of science education is to develop scientific literacy. This study investigated the effectiveness of Laboratory-Based Learning (LBL) in improving students’ scientific literacy. Samples were 70 seventh grade students in Bogor-West Java in which they were divided into two experimental groups, LBL and Non Laboratory-Based Learning (NLBL) group. Research instrument was scientific literacy test with 30 multiple choice questions about environmental pollution. Results suggested that both types of learning increase students’ scientific literacy, although LBL proved to create better scientific literacy improvement. Content and science process domain improvement for every indicator is discussed.

Tahun : 2018 Media Publikasi : Jurnal Nasional Terakreditasi A

Kategori : Jurnal No/Vol/Tahun : 22 / 2 / 2018

ISSN/ISBN : 2443-3616

PTN/S : UNIVERSITAS pAKUAN Program Studi : PENDIDIKAN ILMU PENGETAHUAN ALAM

Bibliography :
Alfieri, L., Brooks, P.J. & Aldrich, J.N. (2010). Does Discovery-Based Instruction Enhance Learning?. Journal of educational Psycology, Vol. 103, No.1, hlm.1-18.

Ardianto, D. & Rubini, B. (2016). Comparison of Students’ Scientific Literacy in Integrated Science Learning Through Model of Guided Discovery and Problem Based Learning. Jurnal Pendidikan IPA Indonesia, Vol. 5, No. 1, hal. 31-37

Balim, A.G. (2009). The Effect Of Discovery Learning On Student’s Success And Inquiry Learning Skills. Eurasian Journal Of Educational Research, Vol.35, hlm. 1-20.

Brickman, P., Gormally, C., Armstrong, N. & Hallar, B. (2009). Effects of Inquiry-Based Learning on Students’science Literacy Skills dnd Confidence. International Journal for the Scholarship of Teaching and Learning, Vol.3, No. 2

Dam, G. & Volman, M. (2004). Critical thinking as a citizenship competence: teaching strategies. Learning and Instruction, Vol. 14, No.4, hlm. 359-379.

Fraenkel, J.R., Wallen, N.E. & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.

Grooms, J., Sampsons, V. & Golden, B. (2014). Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues, International Journal of Science Education, Vol. 36, No. 9, 1412–1433

Holbrook, J. & Rannikmäe, M. (2009). The Meaning of Scientific Literacy, International Journal of Environmental & Science Education, Vol. 4, No. 3, hlm. 275-288.

Holbrook, J. (2010). Education through science as a motivational innovation for science education for all, Science Education International, Vol. 21, No.2, hlm. 80-91.

Jho, H., Yoon, H.G. & Kim. K. (2014). The Relationship of Science Knowledge, Attitude and Decision Making on Socio-scientiï¬c Issues: The Case Study of Students’ Debates on a Nuclear Power Plant in Korea, Science & Education , Vol. 23, hlm. 1131–1151

Khisfe, R. (2013). Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientiï¬c Issues: An effect on student learning and transfer, International Journal of Science Education, hlm. 1-43

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, Vol. 4, No.1

Roth, W.M. & Lee, S. (2004). Science Education as/for Participation in the Community, Science Education, Vol. 88, No.2, hlm. 263-291.

Sadler, T. D. (2009). Socioscientific issues in science education: labels, reasoning, and transfer. Cultural Studies of Science Education, Vol. 4, No.3, hlm. 697-703.

Soobard, R. & Rannikmäe, M. (2011). Assessing student’s level of scientific literacy using interdisciplinary scenarios. Science Education International, Vol.22, No.2, hlm. 133-144

Swaak, J., Jong, T,D. & Joolingen, W.R. (2004). The Effect of Discovery Learning and Expository Instruction on the Acquisition of Definitional and Intuitive Knowledge, Journal of Computer Assisted Learning, Vol. 20, hal. 225-234

Vaille Dawson and Katherine Carson. (2016).Using climate change scenarios to assess high school students’ argumentation skills, Research in science & Technological education, hlm. 1-16

URL : http://ejournal.upi.edu/index.php/jpmipa/article/view/8459

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Detail Karya Ilmiah Dosen

Bibin Rubini, Indarini Dwi Pursitasari, Didit Ardianto, Haris Nugraha

Judul	:	IMPROVING STUDENTSâ€™SCIENTIFIC LITERACY ON ENVIRONMENTAL POLLUTION THROUGH LABORATORY-BASED LEARNING
Abstrak	:	The purpose of science education is to develop scientific literacy. This study investigated the effectiveness of Laboratory-Based Learning (LBL) in improving students’ scientific literacy. Samples were 70 seventh grade students in Bogor-West Java in which they were divided into two experimental groups, LBL and Non Laboratory-Based Learning (NLBL) group. Research instrument was scientific literacy test with 30 multiple choice questions about environmental pollution. Results suggested that both types of learning increase students’ scientific literacy, although LBL proved to create better scientific literacy improvement. Content and science process domain improvement for every indicator is discussed.
Tahun	:	2018	Media Publikasi	:	Jurnal Nasional Terakreditasi A
Kategori	:	Jurnal	No/Vol/Tahun	:	22 / 2 / 2018
ISSN/ISBN	:	2443-3616
PTN/S	:	UNIVERSITAS pAKUAN	Program Studi	:	PENDIDIKAN ILMU PENGETAHUAN ALAM
Bibliography	:	Alfieri, L., Brooks, P.J. & Aldrich, J.N. (2010). Does Discovery-Based Instruction Enhance Learning?. Journal of educational Psycology, Vol. 103, No.1, hlm.1-18. Ardianto, D. & Rubini, B. (2016). Comparison of Students’ Scientific Literacy in Integrated Science Learning Through Model of Guided Discovery and Problem Based Learning. Jurnal Pendidikan IPA Indonesia, Vol. 5, No. 1, hal. 31-37 Balim, A.G. (2009). The Effect Of Discovery Learning On Student’s Success And Inquiry Learning Skills. Eurasian Journal Of Educational Research, Vol.35, hlm. 1-20. Brickman, P., Gormally, C., Armstrong, N. & Hallar, B. (2009). Effects of Inquiry-Based Learning on Students’science Literacy Skills dnd Confidence. International Journal for the Scholarship of Teaching and Learning, Vol.3, No. 2 Dam, G. & Volman, M. (2004). Critical thinking as a citizenship competence: teaching strategies. Learning and Instruction, Vol. 14, No.4, hlm. 359-379. Fraenkel, J.R., Wallen, N.E. & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill. Grooms, J., Sampsons, V. & Golden, B. (2014). Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues, International Journal of Science Education, Vol. 36, No. 9, 1412–1433 Holbrook, J. & Rannikmäe, M. (2009). The Meaning of Scientific Literacy, International Journal of Environmental & Science Education, Vol. 4, No. 3, hlm. 275-288. Holbrook, J. (2010). Education through science as a motivational innovation for science education for all, Science Education International, Vol. 21, No.2, hlm. 80-91. Jho, H., Yoon, H.G. & Kim. K. (2014). The Relationship of Science Knowledge, Attitude and Decision Making on Socio-scientiï¬c Issues: The Case Study of Students’ Debates on a Nuclear Power Plant in Korea, Science & Education , Vol. 23, hlm. 1131–1151 Khisfe, R. (2013). Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientiï¬c Issues: An effect on student learning and transfer, International Journal of Science Education, hlm. 1-43 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, Vol. 4, No.1 Roth, W.M. & Lee, S. (2004). Science Education as/for Participation in the Community, Science Education, Vol. 88, No.2, hlm. 263-291. Sadler, T. D. (2009). Socioscientific issues in science education: labels, reasoning, and transfer. Cultural Studies of Science Education, Vol. 4, No.3, hlm. 697-703. Soobard, R. & Rannikmäe, M. (2011). Assessing student’s level of scientific literacy using interdisciplinary scenarios. Science Education International, Vol.22, No.2, hlm. 133-144 Swaak, J., Jong, T,D. & Joolingen, W.R. (2004). The Effect of Discovery Learning and Expository Instruction on the Acquisition of Definitional and Intuitive Knowledge, Journal of Computer Assisted Learning, Vol. 20, hal. 225-234 Vaille Dawson and Katherine Carson. (2016).Using climate change scenarios to assess high school students’ argumentation skills, Research in science & Technological education, hlm. 1-16
URL	:	http://ejournal.upi.edu/index.php/jpmipa/article/view/8459