Development Of Instructional Design Project-Based Learning Model Integrated Science Process Skills To Improve Science Literacy

Edy Waluyo(1*), Nuraini Nuraini(2)


(1) Universitas Hamzanwadi
(2) Universitas Hamzanwadi
(*) Corresponding Author

Abstract


Facing today's 21st century learning, teachers need to foster science literacy and consider learning strategies that suit the conditions and potentials of students whose learning process focuses on providing hands-on experience and the application of science knowledge. Literacy skills are fundamental things that students must do in the face of the global era to be able to meet the needs of life in various situations. This research aims to develop instructional design through science process skill-based project learning to improve valid, practical and effective literacy skills. This research uses a type of research development model Borg and Gall which is a systemic process that starts from the analysis of needs, product design, product development, implementation and evaluation of products. The subjects in the research were grade VII students smpn 1 Selong and Madrasah Tsanawiyah Muallimat NW Pancor numbered 64 people. Data collection uses validation sheets, practical guidelines, and tests to measure students' science literacy skills. The data is analyzed with descriptive analysis techniques. The results of the analysis showed that the instructional design of the project based learning model based on science process skills falls into the category of valid, practical and effective and feasible to use. The product developed also has a potential effect in improving students' science literacy skills indicated by an N-Gain score of 0.77 with a high category

Keywords : Project Based Learning, Process Skills, Literacy


Full Text:

PDF

References


Akani. (2015). Levels of Possession of Science Process Skills by Final Year Students. Colleges of Education in South Eastern States. 6(27), 94–102

Aktamis, H & Omer, E. (2008). The Effect of scientific process skills education on students’ scientific creativity, science attitudes and cademic achievements. Asia-Pacific Forum on Science Learning and Teaching, 9,(1)

Andana, E., Raga, G., Nyoman, S. (2014). Pengaruh Model Pembelajaran Berbasis Proyek Terhadap Hasil Belajar IPA. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha, 2 (1)

Ango, M. (2002). Mastery of Science Process Skills and Their Effective Use in theTeaching of Science. International Journal of Educology, 16(10)

Baker, E.,Trygg, B., Otto,P., M Tudor, M., & Ferguson, L. (2004). Project-based Learning Model: Relevant Learning for the 21st Century. Pacific Education Institute, 1–70

Borg, W.,R & Gall. (2007). Education research: An Introduction. New York : Logman

Bulent, A. (2015). The Investigation of Science Process Skills of Science Teachers in Terms of Some Variables. Educational Research and Reviews, 10(5), 582–594

Çakici, Y., Türkmen, N. (2013). An Investigation of The Effect of Project Based Learning Approach on Children’s Achievement and Attitude in Science. The Online Journal of Science andTechnology, 3(2)

Dick, W & L Carey, W. (2001). The systematic design of instruction. Illionis : Addision Wesley

Dimiyati. (2009). Belajar dan Pembelajaran. Jakarta : Rineka Cipta

Farida, I., Hadiansah, Mahmud & A.Munandar. (2017). Project Based Learning Design for Internalization of Environmental Literacy with Islamic Value. Journal Pendidikan IPA Indonesia, 6(2), 277-284

Fitrina, Ikhsan, Munzir, (2016). Peningkatan Kemampuan Berpikir Kreatif dan Komunikasi Matematis Siswa SMA melalui Model Pembelajaran Project Based Learning Berbasis Debat. Jurnal Didatik Matematika. 3(1), 2355-4185

Grant, M. (2003). Getting a Grip on Project-Based Learning Theory, Cases and Recommendations Meridian A Middle School. Computer Technologies Journal, 5(1)

Gormally, C., Peggy, B & Mary. (2012). Developing a Test of Scientific Literacy Skills (TOLS) Measuring Undergraduates Evaluation of Scientific Information and Arguments CBE. Life Sciences Education, 11, 364-377

Harlen, W. (2004). The Teaching of Science. London : David Fulton Publisher

Insyasiska, D., Siti, Z & Herawati, S. (2015). Pengaruh Project Based Learning Terhadap Motivasi Belajar. Jurnal Pendidikan Biologi, 7 (1)

Julie, E. (2003). Engineering Education is Problem Based or Project Based Learning The Answer. Australia asian Journal of Engineering Education, 4(1)

Linda, J. (1993). Engaging Children in Science. New York : Publishing Company

Maknun, J. (2012). Praktikum Ekologi Berbasis Proyek Media Pembekalan Pengetahuan Esensial Laboratorium. Jurnal Pendidikan MIPA, 13(1)

Movahedzadeh F.,R Patwell,R., J. E Rieker,J.E & T Gonzalez,T. (2012). Project Based Learning to Promote Effective Learning in Biotechnology Courses. Education Research International, 1–8

Murniyati, W. (2018). Perbedaan Penerapan Model Project Based Learning (PJBL) dan Problrm Based Learning (PBL) Ditinjau dari Pencapaian Keterampilan Proses Siswa. PSEJ, 3(1)

OECD. (2015). PISA 2015. Results in Focus. Accessed from https://www.oecd.org/education/pisa-2015-results-volume-i-9789264266490-en.htm

OECD (2016), PISA 2015 Assessment and Analytical Framework : Science, Reading, Mathematic and Financial Literacy. Paris : OECD Publishing. http://dx.doi.org/10.1787/9789264255425-en

Omar, R., Puteh, Sharifah N., Ikhsan, Zanaton. (2014). Implementationof Science Skills Process in Project Based Learning Through Collaborative Action Research. ICER

Ozgelen, S. (2012). Students’ science process skills within a cognitive domain framework. eurasia Journal of Mathematics, Science & Technology Education, 8(4), 283-292

Rauf, R., Rasul, M., Mansor, A., Othman, Z & Lyndon, N. (2013). Inculcation of Science Process Skills in a Science Classroom. Asian Social Science, 9(8), 47–57

Sababha. (2016). Project Based Learning to Enhance Teaching Embedded Systems. Eurasia Journal of Mathematics. Science & Technology Education, 12(9)

Semiawan, C. (2012). Pendekatan Pengetahuan Proses. Jakarta : Gramedia

Siahaan, S. (2017). Improving Students’ Science Process Skills through Simple Computer Simulations on Linear Motion Conceptions. J. Phys. Conf. Ser., 812

Siwa, I. (2013). Pengaruh Pembelajaran Berbasis Proyek dalam Pembelajaran Kimia terhadap Keterampilan Proses Sains Ditinjau Dari Gaya Kognitif Siswa. Journal Program pascasarjana, 3 (1)

Tasiwan. (2015). Efek Pembelajaran Berbasis Proyek Terbimbing Terhadap Perkembangan Keterampilan Proses dan Sikap Sains Siswa. Berkala Fisika Indonesia, 7(2).

Tawil, Liliasari. (2004). Pengetahuan Pengetahuan Sains dan Implementasinya dalam Pembelajaran IPA. Makasar :Universitas Hasanuddin

Toharudin, Hendrawati, S. (2011). Membangun Literasi Sains Peserta Didik. Bandung : Humaniora

Waluyo, E., Supiyati, S., M Halqi, M. (2020). Mengembangkan Perangkat Pembelajaran Kalkulus Integral Berbasis Model Pengajuan dan Pemecahan Masalah untuk Meningkatkan Kemampuan Berpikir Kreatif Mahasiswa. Jurnal Elemen, 6,(2), 357- 366

Wena.(2014). Strategi Pembelajaran Inovatif Kontemporer. Jakarta : Bumi Aksara

Yanti, M.,Sudia M., Arapu, L. (2019). Pengaruh Model Pembelajaran Mind Mapping Terhadap Kemampuan Berpikir Kreatif matematis Peserta Didik Kelas VIII SMP Negeri 8 Konawe Selatan. Jurnal Penelitian Pendidikan Matematika, 7(3), 71-84


Article Metrics

Abstract view : 35 times
PDF - 0 times

DOI: https://doi.org/10.26714/jps.9.1.2021.104-112

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 JURNAL PENDIDIKAN SAINS (JPS)

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

EXECUTIVE OFFICE

JURNAL PENDIDIKAN SAINS (JPS)
DEPARTMENT OF CHEMISTRY EDUCATION
FACULTY OF MATHEMATICS AND NATURAL SCIENCES 
MUHAMMADIYAH SEMARANG UNIVERSITY

Jl. Kedungmundu Raya No.22, Semarang, Jawa Tengah, Indonesia
    Telp. (024)76740231, 76740231 
    email: jps@unimus.ac.id

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License

Journal Pendidikan Saisn (JPS)
ISSN:2339-0786, e-ISSN:2502-1443
Published by: Chemistry Education, Muhammadiyah Semarang University