Pengaruh Model Guided Discovery Learning Terhadap Literasi Sains ditinjau dari Kecerdasan Naturalis

Nur Khasanah, Sri Dwiastuti, Nurmiyati Nurmiyati

Abstract

This study was aimed to know: (1) the influence of guided discovery learning model to the scientific literacy; (2) the influence of naturalist intelligence to the scientific literacy; (3) the interaction between learning model and naturalist intelligence to the  scientific literacy. This study is a quasy experimental research  with 2x3 factorial design. The popullation of this study is all of students grade X SMA N 1 Ngemplak academic year 2015/2016. Sample of class is selected by purpossive sampling technique. Data is collected by test techniques (Instrument matter of Nature of Science Literacy Test/NOSLiT) and non-test technique (quesionnaire, observation, and documentation). The data is analyzed by Two Ways analysis of variance test with different content of cell with level of significance 5%. Data analyzing is helped by Statistical Product and Service Solution (SPSS) program 21 version. The results showed that there was the influence of the use of guided discovery learning models to scientific literacy (Sig. = 0.047) <α = 0.05. There was the influence of naturalist intelligence toward scientific literacy (Sig. = 0.015) <α = 0.05, and there was no effect interaction between learning-models and naturalist towards their scientific literacy (Sig. = 0,544)>α = 0.05.

Keywords:        Guided Discovery Learning Model, Scientific Literacy, Naturalist Intelligence

Full Text:

PDF

References

Acher, A., Arc'a, M., & Sanmart, N. (2007). Modeling as a Teaching Learning Process for Understanding Materials: A Case Study in Primary Education. Science Education, 398-418.

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

Armstrong, T. (2009). Multiple Intelligence In The Classroom. Virginia USA: ASCD.

Balım, A. G. (2009). The Effects of Discovery Learning on Students’ Success and Inquiry Learning Skills. Eurasian Journal of Educational Research, 1-20.

Budiyono. (2003). Metodologi Penelitian Pendidikan. Surakarta: UNS PRESS.

Eijck, M. v., & W.-M. R. (2010). Theorizing scientific literacy in the wild. Educational Research Review, 184–194.

Firman, H. (2007). Analisis Literasi Sains Berdasarkan Hasil PISA Nasional Tahun 2006. Jakarta: Pusat Penilaian Pendidikan Balitbang Depdiknas.

Geary, D. C. (2008). Whither Evolutionary Educational Psychology? Educational Psychologist , 217–226.

Gholamian, A. (2013). Studying the Effect of Guided Discovery Learning on Reinforcing the Creative Thinking of Sixth Grade Girl Students in Qom during 2012-2013 Academic Year. Journal of Applied Science and Agriculture, 576-584.

Goodnough, K. (2001). Multiple Intelligences Theory: A Framework for Personalizing Science Curricula. School Science and Mathematics, 180-193.

Gutierez, S. B. (2015). Integrating Socio-Scientific Issues to Enhance the Bioethical Decision-Making Skills of High School Students. International Education Studies, 142-151.

Halloun, I. A. (2007). Mediated Modeling in Science Education. Science & Education, 653–697.

Haristy, D. R. (2013). Pembelajaran Berbasis Literasi Sains Pada Materi Larutan Elektrolit dan Non Elektrolit Di SMA Negeri 1 Pontianak. Retrieved from http://jurnal.untan.ac.id/index.php/jpdpb/article/view/4002.

Hayes, M. A. (2009). Into the Field: Naturalistic Education and the Future. Conservation Biology, 1075–1079.

Holbrook, J., & Rannikmae, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education, 275-288.

Kirschner, P.A., J. Sweller, R.E. Clark. (2006). Why Minimal Guidance During Instruction Does Not Work : An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(29), 75-86.

K. T., & Nokelainen, P. (2011). Measuring Multiple Intelligences and Moral Sensitivities in Education. Netherlands: Sense Publishers.

Lu, Z. (2015). Instruction and Evaluation of University Physics Experiment under The Theory of Multiple Intelligences. International Symposium on Educational Technology, 79-83.

Miller. (2008). Measurement and Teaching. USA: Library of Congres Control.

Mulyatiningsih, E. (2013). Metode Penelitian Terapan Bidang Pendidikan. Bandung: Alfabeta.

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, 1-8.

OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving, and Financial Literacy. OECD Publishing.

OECD. (2014). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science (Volume I). OECD Publishing.

Punia Turiman, J. O., Daud, A. M., & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills. Social and Behavioral Sciences (pp. 110-116). Malaysia: Elsevier.

Strippel, C., & K. S. (2015). Teaching Nature of Scientific Inquiry in Chemistry: How do German chemistry teachers use labwork to teach NOSI? International Journal of Science Education, 1-22.

Sudijono, A. (2012). Pengantar Statistik Pendidikan. Jakarta: Rajawali Pers.

Sundayana, R. (2015). Statistika Penelitian Pendidikan. Bandung: Alfabeta.

Techakosit, S., & Wannapiroon, D. P. (2015). Connectivism learning environment in augmented reality science laboratory to enhance scientific literacy. Social and Behavioral Sciences (pp. 2108-2115). Bangkok : Elsevier.

Wenning, C. J. (2006). Assessing nature-of-science literacy as one component of scientific literacy. J. Phys. Tchr. Educ, 3-14

Wenning, C. J. (2006). A Framework for Teaching the Nature of Science. Journal Physics Teacher Education, 3-10.

Wenning, C. J. (2008). Nature of Science Literacy Test (NOSLiT). Journal of Physics Teacher Education Online

Veermans, K. (2003). Intelligence Support for Discovery Learning. Netherlands: Twente University Press.

Yaumi, M., & Ibrahim, N. (2013). Pembelajaran Berbasis Kecerdasan Jamak (Multiple Intelligences) Mengidentifikasi dan Mengembangkan Multitalenta Anak. Jakarta: Kencana.

Refbacks

  • There are currently no refbacks.