D. Ardianto, B. Rubini


This study aims to describe the comparison of students’ scientific literacy improvement in integrated science learning through guided dicovery and problem based learning models. The subjects were 8th grade students of State Junior High Schools in Bandung. This research design was quasi-experimental with non randomaized static group pretest-posttest design. The instrument used in this study was multiple choice test and attitude scale. The result shows that the improvement of scientific literacy achievement of students who learned integrated science through guided discovery and problem based learning models did not differ significantly. Integrated science learning through guided disovery models can improve student literacy achievement with the gain of 0.37 (medium category), while by using problem based learning model can improve scientific literacy with the gain of 0.41 (medium category). It can be concluded that the both models of guided discovery and problem based learning can improve students' science literacy. 


guided discovery, integrated science learning, problem based learning, scientific literacy

Full Text:



Alfieri, L., Brooks, P.J. & Aldrich, J.N. (2011). Does Discovery-Based Instruction Enhance Learning?. Journal of educational Psycology, (103) 1, 1-18.

American Association for the Advancement of Science. (2000). Designs for science literacy. Washington, DC: Author.

Bailin, S. (2002). Crithical Thinking and Science Education. Science & Education. 11: 361-375

Balim, A.G. (2009). The Effect Of Discovery Learning On Student’s Success And Inquiry Learning Skills. Eurasian Journal Of Educational Research. (35): 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 ofTeaching and Learning. (3)2

Chamberlain. 2012. Inquiry and Scientific Literacy. Retrieved from date: 22 Februari 2016

Christenson, N., Rundgren, S.C., dan Zeidler, D.L. (2013). The Relationship of Discipline Background to Upper Secondary Student’s Argumentation on Sosioscientific Issues. Journal of Research in Science education, 43(6), 5-12.

Dam, G dan Volman, M. (2004). Critical Thinking as a Citizenship Competence: Teaching Strategies. Journal Learning and Instruction.14 (1), 359-379.

Dawson, V. & Venville, G. J. (2009). High-School Students’ Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy?. International Journal of Science Education. 3(11), 1421–1445.

Fan, X., dan Geelan, D. (2012). Effectiveness of active instruction with simulation on misconceptions in senior secondary physics classroom in Mainland China. Paper presented at the 43rd Annual ASERA Conference, University of the Sunshine Coast.

Firman, H. (2007). Laporan Analisis Literasi Sains Berdasarkan Hasil PISA NAsional. Jakarta: Puspendik.

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

Hayat, B., & Yusuf, S. (2006). Benchmark Internasional Mutu Pendidikan. Jakarta: Bumi Aksara

Holbrook, J., Laius, A., & Rannikmäe, M. (2003). The Influence of Social Issue-Based Science Teaching Materials On Students’ Creativity. University of Tartu, Estonian Ministery of Education.

Ibrahim, M. (2012). Pembelajaran Berbasis Masalah. Surabaya: University Press.

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, 8-13.

Ritchie, S.M., Tomas, L., &n Tones, M. (2011). Writing Stories to Enhance Scientific Literacy. Internatonal Journal of Science Education. 33(5): 685-707.

Rubini, Permana, & Ardianto. (2016). Membangun Literasi Sains Mahasiswa Non Sains dalam Perkuliahan IAD. 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(1), 1-13.

Sadler, T.D., & 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.

Sadler, T.D. (2004). Informal reasoning regarding socioscientific issues: a critical review research. Journal of Research in Science Teaching, 41(5), 513-536.

Sobard, R., & Rannikmae, M. (2011). Assessing student’s level of scientific literacy using interdisciplinary scenarios. Science Education International, 22 (2), 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. Netherlands. Journal of Computer Assisted Learning, 20 (1), 225-234.


  • There are currently no refbacks.