Analysis of Students' Scientific Literacy Ability by the Implementation of Case Method Learning

Authors

Seprianto Seprianto , Hasby Hasby

DOI:

10.29303/jppipa.v9i3.2250

Published:

2023-03-31

Issue:

Vol. 9 No. 3 (2023): March

Keywords:

Case method, Content, Context, Science process, Scientific literacy

Research Articles

Downloads

How to Cite

Seprianto, S., & Hasby, H. (2023). Analysis of Students’ Scientific Literacy Ability by the Implementation of Case Method Learning. Jurnal Penelitian Pendidikan IPA, 9(3), 1143–1148. https://doi.org/10.29303/jppipa.v9i3.2250
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aims to analyze the increase in students' scientific literacy by implementation of case method learning. This is a quasi-experimental research using a one group pretest-posttest design. The research sample is the first semester students of the Chemistry Education Department at Universitas Samudra in the odd semester of the 2022/2023 academic year. This research consists of four stages, namely material analysis, development of tools and instruments, implementation, and data analysis. The scientific literacy test instrument was used to measure students' scientific literacy. Students' scientific literacy skills are presented according to content, science process, and context aspects. The increase in students' scientific literacy skills was analyzed based on the N-gain and paired sample t test. The results of the study found that students' scientific literacy skills in all content, science process, and contexts, were higher in the posttest than the pretest except for content energy that accompanies changes in material and context of natural resources. The average scientific literacy ability of students at the posttest (74.33) was higher than at the pretest (57.08). The N-gain value of 0.40 indicates an increase in students' scientific literacy skills with implementation of case method learning in the medium category. Analysis with paired sample t test indicates a significant difference in the pretest and posttest scores. Thus, it can be concluded that case method learning can improve students' scientific literacy skills in the three domains of scientific literacy.

References

Afsouran, N. R., Charkhabi, M., Siadat, S. A., Hoveida, R., Oreyzi, H. R., & Thornton III, G. C. (2018). Case-method Teaching: Advantages and Disadvantages in Organizational Training. Journal of Management Development, 37(9), 711-720. https://doi.org/10.1108/JMD-10-2017-0324

Almuqayteeb, T. A. (2021). Preservice Teachers Perceptions of Using Case Study as a Teaching Method in Educational Technology Course in Saudi Arabia. International Journal of Instruction, 14(4), 679-694. https://doi.org/10.29333/iji.2021.14439a

Arlis, S., Amerta, S., Indrawati, T., Zuryanty, Chandra, Hendri, S., Kharisma, A., & Fauziah, M. (2020). Literasi Sains untuk Membangun Sikap Ilmiah Siswa Sekolah Dasar. Jurnal Cakrawala Pendas, 6(1), 1-14. https://doi.org/10.31949/jcp.v6i1.1565

Chkoniya, V. (2021). Success Factors for Using Case Method in Teaching Applied Data Science Education. European Journal of Education, 4(1), 76-85. https://doi.org/10.26417/236hbm84v

Chumak, M., Nekrasov, S. S., Hrychanyk, N., Prylypko, V., & Mykhalchuk, V. (2022). Applying Case Method in the Training of Future Specialists. Journal of Curriculum and Teaching, 11(1), 235-244. https://doi.org/10.5430/jct.v11n1p235

Cigdemoglu, C. (2020). Flipping the Use of Science-Technology and Society Issues as Triggering Students' Motivation and Chemical Literacy. Science Education International, 31(1), 74-83. https://doi.org/10.33828/sei.v31.i1.8

Fadly, D., Rahayu, S., & Dasna, I. W. (2022). The Effectiveness of a SOIE Strategy Using Socio-Scientific Issues on Students' Chemical Literacy. International Journal of Instruction, 15(1), 237-258. https://doi.org/10.29333/iji.2022.15114a

Fuadi, H., Robbia, A. Z., Jamaluddin, J., & Jufri, A. W. (2020). Analisis Faktor Penyebab Rendahnya Kemampuan Literasi Sains Peserta Didik. Jurnal Ilmiah Profesi Pendidikan, 5(2), 108-116. https://doi.org/10.29303/jipp.v5i2.122

Izzatunnisa, Andayani Y., & Hakim, A. (2019). Pengembangan LKPD Berbasis Pembelajaran Penemuan untuk Meningkatkan Kemampuan Literasi Sains Peserta Didik pada Materi Kimia SMA. Jurnal Pijar MIPA, 14(1), 49-54. https://doi.org/10.29303/jpm.v14i2.1240

Ito, H., & Takeuchi, S. (2021). Instructors’ Understanding, Practices, and Issues Regarding the Use of the Case Method in Higher Education. Journal of Further and Higher Education, 45(2), 211-225. https://doi.org/10.1080/0309877X.2020.1744544

Jatsho, S., & Dorji, K. (2022). Bhutanese Pre-Service Science Teachers' Conceptions of the Nature of Science: A View from Cross-Sectional Study. Anatolian Journal of Education, 7(1), 31-44. https://doi.org/10.29333/aje.2022.713a

Leggett, S. R., & Smith, K. C. (2022). Using Case Method to Address Equity-Related Gaps in Principal Aspirants' Learning Experiences. Educational Planning, 29(1), 19-33. Retrieved from https://eric.ed.gov/?id=EJ1344731

Mu, F., & Hatch, J. (2020). Accelerating the Introduction of the Case Method Into Chinese Business Schools: An Action Research Approach. Educational Action Research, 28(4), 609-625. https://doi.org/10.1080/09650792.2019.1642774

Nkhoma, M., Sriratanaviriyakul, N., & Quang, H. L. (2017). Using Case Method to Enrich Students’ Learning Outcomes. Active Learning in Higher Education, 18(1), 37-50. https://doi.org/10.1177/1469787417693501

Novitasari, N. (2018). Profil Kemampuan Literasi Sains Mahasiswa Calon Guru Biologi. Biosfer: Jurnal Tadris Biologi, 9(1), 36-44. https://doi.org/10.24042/biosf.v9i1.2877

Nurkhin, A., Santoso, J. T. B., Baswara, S. Y., & Wolor, C. W. (2022). Applying Peer Tutor Learning and Interactive Case Methods in Online Learning: Its Effect on Student Activities and Learning Outcomes. International Journal of Educational Methodology, 8(3), 551-565. https://doi.org/10.12973/ijem.8.3.551

OECD. (2019a). PISA 2018 Assessment and Analytical Framework. Paris: OECD Publishing. https://doi.org/10.1787/b25efab8-en

OECD. (2019b). PISA 2018: Insights and Interpretations. Paris: OECD Publishing. Retrieved from https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf

Puri, S. (2022). Effective Learning Through the Case Method. Innovations in Education and Teaching International, 59(2), 161-171. https://doi.org/10.1080/14703297.2020.1811133

Rahayu, K. P. (2020). Penerapan Metode Kasus Terhadap Hasil Belajar Pada Materi KSP. Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran, 5(2), 89-96. Retrieved from http://journal.unirow.ac.id/index.php/teladan/article/view/154

Redhana, I. W. (2019). Mengembangkan Keterampilan Abad ke-21 dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia, 13(1), 2239-2253. https://doi.org/10.15294/jipk.v13i1.17824

Seprianto, Jofrishal, & Mauliza. (2017). Preservice Chemistry Teachers’ Scientific Literacy Based on PISA and TIMSS Results for International and Indonesian Students. Jurnal Pengajaran MIPA, 22(2), 151-157. https://doi.org/10.18269/jpmipa.v22i2.8647

Sumanik, N. B., Nurvitasari, E., & Siregar, L. F. (2021). Analisis Profil Kemampuan Literasi Sains Mahasiswa Calon Guru Pendidikan Kimia. QUANTUM: Jurnal Inovasi Pendidikan Sains, 12(1), 22-32. http://doi.org/10.20527/quantum.v12i1.10215

Walag, A. M. P., Fajardo, M. T. M., Bacarrisas, P. G., & Guimary, F. M. (2022). A Canonical Correlation Analysis of Filipino Science Teachers' Scientific Literacy and Science Teaching Efficacy. International Journal of Instruction, 15(3), 249-266. https://doi.org/10.29333/iji.2022.15314a

Wiyarsi, A., Pratomo, H., & Priyambodo, E. (2020). Vocational High School Students’ Chemical Literacy on Context-Based Learning: a Case of Petroleum Topic. Journal of Turkish Science Education, 17(1), 147-161. https://doi.org/10.36681/tused.2020.18

Yee, S. F. (2019). A Phenomenological Inquiry Into Science Teachers' Case Method Learning. Springer Singapore. https://doi.org/10.1007/978-981-13-2679-0

Author Biographies

Seprianto Seprianto, Universitas Samudra

Department of Chemistry Education

Hasby Hasby, Universitas Samudra

Department of Chemistry Education

License

Copyright (c) 2023 Seprianto Seprianto, Hasby Hasby

Creative Commons License

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

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).