The Effect of Literacy based on Exploration of Science with Cultural Insights on Thematic Content Mastery and Social Attitude
Abstract
This study aimed to analyze the effect of literacy learning with cultural insight on science learning outcomes and the social attitudes of students in elementary schools. This research was a quasi-experimental study using a non-equivalent post-test only control group design. The population of this study was 140 students, while the sample was selected by random sampling. The number of samples in this study was 100 students who were divided into two classes. The instrument used was a test of learning outcomes in the form of multiple-choices and social attitude questionnaires. Validation of the learning outcomes instrument used content validity with the Gregory test, and item validity used biserial point correlation, the reliability of the test used KR-20, different power, and difficulty level. Meanwhile, validation on social attitude instruments used content validity with the Gregory test, item validity was used product-moment correlation, and test reliability was used KR-20. The data collected were analyzed by Multivariate Analysis of Variance. The results showed that the results of the significance of all three hypotheses are 0,000, which means less than 0.05 (0,000 < 0.05). So, it can be concluded that there was a positive effect of literacy based on the exploration of science with cultural insights on thematic content mastery and social attitude. The novelty of this research integrates literacy learning with Balinese cultural insight on science learning outcomes and social attitudes.
Keywords
Full Text:
PDFReferences
Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project based learning integrated to stem to enhance elementary school’s students scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261–267.
Akbar, A. (2017). Membudayakan literasi dengan program 6M di sekolah dasar. Jurnal Pendidikan Sekolah Dasar, 3(1), 42.
Alfiani, D. A., & Sopiyani, S. (2014). Pengaruh model pembelajaran cooperative learning tipe student teams achievement division (STAD) terhadap hasil belajar IPA siswa kelas V di SD Negeri 1 Tersana Kecamatan Pabedilan Kabupaten Cirebon. Al Ibtida: Jurnal Pendidikan Guru MI, 1(1).
Atmojo, S. E., Rusilowati, A., Dwiningrum, S. I. A., & Skotnicka, M. (2018). The reconstruction of disaster knowledge through thematic learning of science, environment, technology, and society integrated with local wisdom. Jurnal Pendidikan IPA Indonesia, 7(2), 204–213.
Azam, N. R. A. N., Rashid, B., Zainol, N. A., & Mohamad, M. (2020). Multi-Dimensional Values on Customers' Intention to Revisit Green Resorts: The Cultural Case in Malaysia. Journal of Innovation in Educational and Cultural Research, 1(2), 41-51.
Boleng, D. T. (2014). Pengaruh model pembelajaran Cooperative Script dan Think- Pair-Share terhadap keterampilan berpikir kritis, sikap sosial, dan hasil belajar kognitif Biologi siswa SMA multietnis. Jurnal Pendi Dikan Sains, 2(2), 76–84.
Budiarti, I. S., Suparmi, A., Sarwanto, & Harjana. (2020). Effectiveness of generation, evaluation, and modifica-tion-cooperative learning (Gem-cl) model selaras bakar batu cultural practice in papua. Jurnal Pendidikan IPA Indonesia, 9(1), 32–41.
Dewi, C. A., Khery, Y., & Erna, M. (2019). An ethnoscience study in chemistry learning to develop scientific literacy. Jurnal Pendidikan IPA Indonesia, 8(2), 279–287.
Ernst, A. (2019). Research techniques and methodologies to assess social learning in participatory environmental governance. Learning, Culture and Social Interaction, 23(October 2018), 100331.
Flores, C. (2018). Problem-based science, a constructionist approach to science literacy in middle school. International Journal of Child-Computer Interaction, 16, 25–30.
Gularso, D., Sugito, S., & Zamroni, Z. (2019). Kawruh pamomong: children education based on local wisdom in Yogyakarta. Cakrawala Pendidikan, 38(2), 343–355.
Guo, Q., Zhou, J., & Feng, L. (2018). Pro-social behavior is predictive of academic success via peer acceptance: A study of Chinese primary school children. Learning and Individual Differences, 65(88), 187–194.
Gusviani, E. (2016). Analisis kemunculan sikap spiritual dan sikap sosial dalam kegiatan pembelajaran IPA kelas IV SD yang menggunakan KTSP dan kurikulum 2013. EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 8(1), 96–100.
Hastuti, P. W., Tiarani, V. A., & Nurita, T. (2018). The influence of inquiry-based science issues learning on practical skills of junior high school students in environmental pollution topic. Jurnal Pendidikan IPA Indonesia, 7(2), 232–238.
Irianto, D. M. (2016). Pengaruh model pembelajaran terhadap kemampuan memecahkan masalah lingkungan hidup pada siswa yang mempunyai hasil belajar IPA tinggi di sekolah dasar. EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 6(2), 61–73.
Isdaryanti, B., Rachman, M., Sukestiyarno, Y. L., Florentinus, T. S., & Widodo, W. (2018). Teachers’ performance in science learning management integrated with character education. Jurnal Pendidikan IPA Indonesia, 7(1), 9–15.
Istijabatun, S. (2019). Peningkatan hasil belajar dan sikap sosial siswa melalui model kooperatif J-Trow terintegrasi penilaian peer assessment. Jurnal Pendidikan Sains (Jps), 7(1), 22.
Juniati, N. W., & Widiana, I. W. (2017). Penerapan model pembelajaran inkuiri untuk meningkatkan hasil belajar IPA. Jurnal Ilmiah Sekolah Dasar, 1(2), 20–29.
Khusniati, M., Parmin, & Sudarmin. (2017). Local wisdom-based science learning model through reconstruction of indigenous science to improve student’s conservationist character. Journal of Turkish Science Education, 14(3), 16–23.
Kim, D. (2020). The correlation analysis between Korean middle school students’ emotional level and friendship in science learning. Jurnal Pendidikan IPA Indonesia, 9(1), 22–31
.
Lee, H., Yen, C. F., & Aikenhead, G. S. (2012). Indigenous elementary students’ science instruction in Taiwan: indigenous knowledge and western science. Research in Science Education, 42(6), 1183–1199.
Morris, J., Slater, E., Fitzgerald, M. T., Lummis, G. W., & van Etten, E. (2019). Using local rural knowledge to enhance STEM learning for gifted and talented students in Australia. Research in Science Education.
Muskania, R. T., & Wilujeng, I. (2017). Pengembangan Perangkat Pembelajaran Project-Based Learning Untuk Membekali Foundational Knowledge Dan Meningkatkan Scientific Literacy. Jurnal Cakrawala Pendidikan, 36(1), 34-43.
Özgelen, S. (2012). Students’ science process skills within a cognitive domain framework. Eurasia Journal of Mathematics, Science and Technology Education, 8(4), 283–292.
Paramitha, I. D. A. A., & Margunayasa, I. G. (2016). Pengaruh model inkuiri terbimbing, gaya kognitif, dan motivasi berprestasi terhadap pemahaman konsep IPA siswa kelas V SD. Jurnal Pendidikan Dan Pengajaran, 49(2), 80.
Parmin, Sajidan, Ashadi, & Sutikno. (2015). Skill of prospective teacher in integrating the concept of science with local wisdom model. Jurnal Pendidikan IPA Indonesia, 4(2), 120–126.
Richardson, E. A., Pearce, J., Shortt, N. K., & Mitchell, R. (2017). The role of public and private natural space in children’s social, emotional and behavioural development in Scotland: A longitudinal study. Environmental Research, 158(July), 729–736.
Sanjiwana, P. P. C. M., Pudjawan, K., & Margunayasa, I. G. (2015). Analisis sikap sosial siswa kelas V pada pembelajaran dengan kurikulum 2013. Mimbar PGSD Universitas Pendidikan Ganesha, 3(1).
Setiawan, B., Innatesari, D. K., Sabtiawan, W. B., & Sudarmin, S. (2017). The development of local wisdom-based natural science module to improve science literation of students. Jurnal Pendidikan IPA Indonesia, 6(1), 49–54.
Sloan, S., Winter, K., Connolly, P., & Gildea, A. (2020). The effectiveness of Nurture Groups in improving outcomes for young children with social, emotional and behavioural difficulties in primary schools: An evaluation of Nurture Group provision in Northern Ireland. Children and Youth Services Review, 108(November 2019), 104619.
Sukri, A., Rizka, M. A., Sakti, H. G., Maududy, K. U., & Hadiprayitno, G. (2018). Designing an integrated curriculum based on local primacy and social reconstruction perspectives of West Nusa Tenggara, Indonesia. Jurnal Pendidikan IPA Indonesia, 7(4), 467–475.
Suryandari, K. Ch., Sajidan, S., & Rahardjo, S. B. (2018). Project-based science learning and pre-service teacher’s science literacy skill and creative thinking. Cakrawala Pendidikan, 3, 345–355.
Tantri, A. A. S., & Dewantara, I. P. M. (2017). Keefektifan budaya literasi di SD N 3 Banjar Jawa untuk meningkatkan minat baca. Journal of Education Research and Evaluation, 1(4), 204–209.
Tiara, S. K., & Sari, E. Y. (2019). Analisis teknik penilaian sikap sosial siswa dalam penerapan kurikulum 2013 di SDN 1 Watulimo. EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 11(1), 21.
Wen, C. T., Liu, C. C., Chang, H. Y., Chang, C. J., Chang, M. H., Fan Chiang, S. H., Yang, C. W., & Hwang, F. K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers and Education, 149, 103830.
Windyariani, S., Setiono, S., & Sutisnawati, A. (2016). Pengembangan bahan ajar berbasis konteks dan kreativitas untuk melatihkan literasi sains siswa sekolah dasar. Jurnal Bioedukatika, 4(2), 19–25.
Refbacks
- There are currently no refbacks.
