Improving Students’ Scientific Literacy through the Cycle-based Learning Model

Atikah Syamsi, Zulela M.S., Yufiarti Yufiarti

Abstract


Abstract

The study is to provide an alternative science learning model of an elementary school that can invite students to improve science literacy. As observations and questionnaires of researchers in a preliminary study at two elementary schools in the city of Cirebon, West Java, it was found that based on the average results of the initial analysis of scientific literacy tests of students from the two schools, an average of 85.7% showed negative results with the ability to answer the practice of science questions in the form of literacy, which means that students have not been able to answer literacy questions test. The research method uses model development the ASSURE development model starting with Student analysis; setting goals; choose a method, media / material, use media & material; activating student involvement as well as evaluations & revisions developed by Sharon Smaldino. As for the preliminary study conducted by analyzing 5th-grade students of Madrasah Ibtidaiyah (MI) PGM and Madrasah Ibtidaiyah (MI)  An-Nur Cirebon as samples and also observing teachers from the two schools, so this research produces a SIBELPOLEN model for science learning, which consists of teaching syntax, teacher roles, support system, accompaniment impact, instructional impact and designing lesson plans that can improve Science literacy competence of elementary school students.

Abstrak

Penelitian ini bertujuan untuk memberikan alternatif model pembelajaran Ilmu Pengetahuan Alam (IPA) di sekolah dasar dalam  meningkatkan literasi sains pada siswa. Hasil observasi dan angket peneliti dalam studi pendahuluan di dua Sekolah Dasar di Kota Cirebon Jawa Barat diketahui bahwa berdasarkan rata-rata hasil analisis awal tes literasi sains siswa dari dua sekolah tersebut rata-rata 85,7% menunjukkan hasil negatif dengan kemampuan menjawab soal latihan soal IPA berupa literasi yang artinya siswa belum mampu menjawab soal tes literasi. Metode penelitian yang diterapkan pengembangan model ASSURE yang diawali dengan Student analysis; menetapkan tujuan; pilih metode, media / material, gunakan media & material; mengaktifkan keterlibatan siswa serta evaluasi & revisi yang dikembangkan oleh Sharon Smaldino. Adapun studi pendahuluan dilakukan dengan menganalisis siswa kelas V Madrasah Ibtidaiyah (MI) PGM dan Madrasah Ibtidaiyah (MI) An-Nur Cirebon sebagai sampel dan juga melakukan observasi terhadap guru dari kedua sekolah tersebut, maka penelitian ini menghasilkan model SIBELPOLEN untuk pembelajaran IPA. yang terdiri dari: sintaks pengajaran, peran guru, sistem pendukung, dampak pendampingan, dampak instruksional dan merancang rencana pembelajaran yang dapat meningkatkan kompetensi literasi sains siswa sekolah dasar

How to Cite: Syamsi, A, M. S. Zulela., Yufiart (2020). ).  Improving Students’ Scientific Literacy through the Cycle-based Learning Model. TARBIYA: Journal of Education in Muslim Society, 7 (1), 133-142. doi:10.15408/tjems.v7i1.16941


Keywords


learning cycle; elementary school; positive learning environment; siklus belajar; sekolah dasar; lingkungan belajar yang positif

Full Text:

PDF

References


Adeniran, R. K., & Smith-Glasgow, M. E. (2010). Creating and Promoting a Positive Learning Environment Among Culturally Diverse Nurses and Students. Creative Nursing, 16(2), 53–58. https://doi.org/10.1891/1078-4535.16.2.53

Arikan, S., Yildirim, K., & Erbilgin, E. (2016). Exploring the relationship among new literacies, reading, mathematics and science performance of Turkish Students in PISA 2012. International Electronic Journal of Elementary Education, 8(4), 573–588.

Bahng, E. J., & Lee, M. (2017). Learning experiences and practices of elementary teacher candidates on the use of emerging technology: A grounded theory approach. International Electronic Journal of Elementary Education, 10(2), 225–241. https://doi.org/10.26822/iejee.2017236118

Bohach, B. B. M., & Meade, B. (n.d.). Fifth graders take an interdisciplinary field trip to a farm and learn science and local history in the process. 34–41.

Borg, Walter R. and Gall, Meredith D. (1993). Educational Research: An Introduction. New York and London; Longman

Bybee, R.W., Taylor, J.A., Gardner, A., Van Scotter, P.,Powell, J.C., Westbrook, A., & Landes, N. (2006).The BSCS 5E instructional model: Origins,effectiveness, and applications. Colorado Springs:BSCS.

Calp, Ş. (2020). Peaceful and Happy Schools : How to Build Positive Learning Environments. International Electronic Journal of Elementary Education, 12(4), 311–320. https://doi.org/10.26822/iejee.2020459460

Joyce, Bruce., Weil, Marsha & Calhoun, Emily. (2009). Models of Teaching (Eighth Edition). New Jersey : Pearson Education Inc.

Kaarby, K. M. E., & Lindboe, I. M. (2016). The workplace as learning environment in early childhood teacher education: an investigation of work-based education. Higher Education Pedagogies, 1(1), 106–120. https://doi.org/10.1080/23752696.2015.1134207

Keown, S., Carroll, R., & Raisor, J. M. (2020). Creating a Community of Caring within a. International Electronic Journal of Elementary Education, 12(4), 401–404. https://doi.org/10.26822/iejee.2020459469

Kiener, M., Green, P., & Ahuna, K. (2014). Using the Comfortability-in-Learning Scale to Enhance Positive Classroom Learning Environments. InSight: A Journal of Scholarly Teaching, 9, 36–43. http://search.proquest.com/docview/1651861229?accountid=14744%5Cnhttp://vs4ee7hh3a.search.serialssolutions.com/directLink?&atitle=Using+the+Comfortability-in-Learning+Scale+to+Enhance+Positive+Classroom+Learning+Environments&author=Kiener,+Michael;Green,+

Levy, A. J., Jia, Y., Marco-Bujosa, L., Gess-Newsome, J., & Pasquale, M. (2016). Science Specialists or Classroom Teachers: Who Should Teach Elementary Science? Science Educator, 25(1), 10–21. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1110245&site=ehost-live%5Cnhttp://nsela.org/publications/science-educator-journal

Liao, H.-C., & Wang, Y.-H. (2015). CREATING A POSITIVE LEARNING ENVIRONMENT FOR STUDENTS WITH ENGLISH CLASSROOM ANXIETY 1. Psychological Reports, 116(2), 631–646. https://doi.org/ 10.2466/11.PR0.116k21w8

Madden, L., Peel, A., & Watson, H. (2014). The Poetry of Dandelions: Merging Content-Area Literacy and Science Content Knowledge in a Fourth-Grade Science Classroom. Science Activities: Classroom Projects and Curriculum Ideas, 51(4), 129–135. https://doi.org/10.1080 /00368121.2014.931271

Mikerova, G., Sergeeva, B., & Mardirosova, G. (2018). Learning Environment Affecting Primary School Student ’ s Mental Development and Interest. International Electronic Journal of Elementary Education, 10(4), 407–412. https://doi.org/10.26822/iejee.2018438130

Rosfiani, O., Akbar, M., Neolaka, A. (2019). Assessing Student Social Studies Learning: Effect of Learning Environment, Inquiry and Student Learning Interest. Tarbiya: Journal Of Education in Muslim Society, 6(1), 77583. https://doi.org/10.15408 /tjems.v6i1.11593.

OECD. 2014. PISA 2012 Result in Focus: What 15 – Year – Olds Know and What They can Do with What They Know (Student Performance in Mathematics, Reading and Sciences). Paris: OECD.

Schwartz, R. S., & Lederman, N. G. (2000). Achieving the Reforms Vision : The Effectiveness of a Specialists-Led Elementary Science Program. Elementary Science Specialists, 100(4), 181–193. https://doi.org/10.1111/j.1949-8594.2000.tb17255.x

Selmer, S. J., Rye, A., Malone, E., & Fernandez, D. (2014). What Should We Grow in Our School Garden to Sell at the Farmers ’ Market ? Initiating Statistical Literacy through Science and Mathematics Integration. Science Activities, 17–32. https://doi.org/10.1080/00368121.2013.860418

Sharon E. Smaldino, Dkk, (2011). Instructional Technology & Media For Learning, Jakarta: Kencana

Weih, T. G. (2014). Student-described engagement with text: Insights are discovered from fourth graders. International Electronic Journal of Elementary Education, 6(3), 395–414.

Wilder, M., & Shuttleworth, P. (2004). Cell Inquiry : A 5E Learning Cycle Lesson. Science Activities, 41(1), 25–31.




DOI: https://doi.org/10.15408/tjems.v7i1.16941 Abstract - 0 PDF - 0

Refbacks

  • There are currently no refbacks.




This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0).

TARBIYA: Journal of Education in Muslim Society, p-ISSN: 2356-1416, e-ISSN: 2442-9848

View My Stats