The Development of Blog with Nos Within Inquiry Laboratory an Approach for Developing Scientific Literacy of the Student in Junior High School

  • Authors

    • A Widowati
    • S Atun
    • IGP Suryadarma
    • Setuju .
    • E Widodo
    • S Nurohman
    • R E.K Yuneivi
    2018-06-20
    https://doi.org/10.14419/ijet.v7i3.2.18744
  • gamification, arithmetic, dice

  • Abstract

    The era of industry 4.0 requires Indonesia's quality human resources superior, but there are a big problem that many students have low of scientific literacy. Efforts to instill scientific literacy can help students develop an informed conception of the nature of science (NOS) by using a progressive and authentic learning inquiry environment. This research investigate about how is the blog with NOS within inquiry laboratory model that is eligible to develop scientific literacy in science learning of junior high school and the effectiveness of blog with NOS within inquiry laboratory model for developing scientific inquiry. This research is done by 4D Model in Research and Development. The Subject is expert in media and science content, and 68 students of SMP N 9 Yogyakarta. The design of playing field testing is quasi experiment with nonequivalent pretest-postest control group design. The research instruments are the questionnaire of product validation and the scientific literacy test. The data analyze with descriptive qualitative for the validation result and t-test for the scientific literacy test results. The results show that the blogs that produced in this research is eligible as learning media in NOS within inquiry laboratory model. There is a significant difference scientific literacy between before and after learning with and without using blog in NOS within inquiry laboratory model

     

  • References

    1. [1] Anna Permanasari. (2011). Pembelajaran sains: wahana potensial untuk membelajarkan softskill dan karakter. Prosiding Seminar Nasional Pendidikan MIPA. Lampung: FKIP UNILA.

      [2] Widowati, Asri,. Anjarsari,P, Eko Widodo. (2017). Model Pengembangan Literasi Sains dengan Desain Pembelajaran IPA Berbasis Inquiry Bermuatan NOS (Nature Of Science) untuk Meningkatkan Daya Saing Bangsa Menghadapi MEA. Laporan Tahunan Penelitian Produk Terapan. Yogyakarta : UNY.

      [3] Widowati, A., P Anjarsari, K P Zuhdan, and A. Dita. (2018). .IOP Conf. Series: Journal of Physics: Conf. Series 983, 012199.

      [4] Holbrook, J & Rannikmae, M. (2009) The meaning of scientific literacy. International Journal of Environmental & Science Education, 4 (3), 275-288

      [5] Abd-El-Khalick. (2005). developing the deeper understanding of nature of science: the impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International journal of science education, 27(1), 15-42.

      [6] Rahayu, S. (2014). Menuju Masyarakat Berliterasi Sains : Harapan dan Tantangan Kurikulum 2013. Paper. Universitas Negeri Malang.

      [7] Wenning, C.J. & Khan, M.A. (2011). Sample Learning Sequences Based on The Levels of Inquiry Model of Science Teaching. Journal of Physics Teacher Education Online, 6 (2), 17-30.

      [8] Abrams, E, Southerland, S A, & Evans, CA. (2007) Inquiry in the classroom: necessary components of a useful definition. In E. Abrams, S. A. Southerland, & P. Silva (Eds.), Inquiry in the science classroom: Realities and opportunities, Greenwich, CT: Information Age p.xi-xiii

      [9] Ergul, R, Yeter S, Sevgül Çalu, Zehra Özd Leku G, Meral A. (2011). The effect of inquiry-based science teaching on elementary school students’ science process skills and science attitudes [electronic version] Bulgarian Journal of Science and Education Policy (BJSEP), 5, 1. Downloaded from http://bjsep.org/getfile.php?id=88, at 11 November 2014, 48

      [10] Ochanji, M. (2008). De-mythologizing inquiry teaching: a practical guide for inquiry teaching in middle and high school science classrooms. California Journal of Science Education, 8, 83-106

      [11] Wenning (2010). Levels of inquiry: using inquiry spectrum learning sequences to teach science. Journal of physics teacher education online, 5(4), 11.

      [12] Lederman, J S, & Lederman, N G.(2011). The development of scientific literacy: a function of the interactions and distinctions among subject matter, nature of science, scientific inquiry, and knowledge about scientific inquiry. In C. R. Linder (Ed.), Exploring the landscape of scientific literacy (pp127-159). New York: Routledge(Lederman, Lederman & Antink, 2013: 138)

      [13] 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

      [14] Oya Suryana & Mata Maya Studio. (2008). Membangun Blog Wordpress. Jakarta: PT Elex Media Komputindo.

      [15] Brickman, Peggy., Gormally, Cara., Hallar, Brittan., & Armstrong Norris. (2009). Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and Learning, 3 (2), 16.

      [16] Trna, J. and Trnova, E. (2015). The Current Paradigms of Science Education and Their ExpectedImpact on Curriculum. Procedia-Social and Behaviour Sciences, 197 (February), 271-277.

  • Downloads

  • How to Cite

    Widowati, A., Atun, S., Suryadarma, I., ., S., Widodo, E., Nurohman, S., & E.K Yuneivi, R. (2018). The Development of Blog with Nos Within Inquiry Laboratory an Approach for Developing Scientific Literacy of the Student in Junior High School. International Journal of Engineering & Technology, 7(3.2), 756-759. https://doi.org/10.14419/ijet.v7i3.2.18744

    Received date: 2018-09-01

    Accepted date: 2018-09-01

    Published date: 2018-06-20