Science Literacy of Elementary School Students through Science Practical Work Learning Method

Authors

Isti Rokhiyah , Mestika Sekarwinahyu , Amalia Sapriati

DOI:

10.29303/jppipa.v9i5.3761

Published:

2023-05-31

Issue:

Vol. 9 No. 5 (2023): May

Keywords:

Science Literacy, Practical Work, Performance Skills, Science Assessment

Research Articles

Downloads

How to Cite

Rokhiyah, I., Sekarwinahyu, M. ., & Sapriati, A. (2023). Science Literacy of Elementary School Students through Science Practical Work Learning Method. Jurnal Penelitian Pendidikan IPA, 9(5), 3986–3991. https://doi.org/10.29303/jppipa.v9i5.3761
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study describes the science literacy of elementary school students who are taught using the science practical work method. The research was conducted on grade 4 and grade 5 students at six public and private elementary schools in South Tangerang City, Banten. Data collection was carried out using tests, observation sheets, student activity sheets, and questionnaires. The results showed that students had good understandings, good performance, high interest, and high self-confidence.  Moreover, students indicated good scientific attitudes and positive attitudes towards science.  The conclusion is that learning science using the science practical work method can provide elementary school students fourth grades and fifth grades showed science literacy characteristics.

References

Akuma, F. V, & Callaghan, R. (2019). A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiryâ€based practical work. Journal of Research in Science Teaching, 56(5), 619–648. https://doi.org/10.1002/tea.21516

Aldredge, M., Lee, S., & Klein, J. (2022). Science, Society, and Self. Journal of College Science Teaching, 51(6), 16–22. Retrieved from https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-julyaugust-2022/science-society

Atkinson, L., Dunlop, L., Bennett, J., Fairhurst, P., & Moore, A. (2020). Best Evidence Science Teaching: research evidence in action. School Science Review, 55–63. Retrieved from https://eprints.whiterose.ac.uk/155599/3/SSR_December_2020_055_063_Atkinson.pdf

Chirikure, T. (2020). Upper-secondary school students’approaches to science experiments in an examination driven curriculum context. Journal of Baltic Science Education, 19(4), 523–535. https://doi.org/10.33225/jbse/20.19.523

Contant, T. L., Tweed, A. L., Bass, J. E., & Carin, A. A. (2018). Teaching science through inquiry-based instruction. Pearson.

Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/product/educating-whole-child.

Darmaji, D., Kurniawan, D. A., & Irdianti, I. (2019). Physics education students’ science process skills. Int. J. Eval. & Res. Educ, 8(2), 293–298. https://doi.org/10.11591/ijere.v8i2.28646

Ecevit, T., & Kingir, S. (2022). Primary Student Teachers’ Teaching-Learning Conceptions, Attitudes and Self-Efficacy Beliefs toward Science Teaching. Journal of Turkish Science Education, 19(3), 773–785. https://doi.org/10.36681/tused.2022.149

Elfrida, E., Nursamsu, N., & Ariska, R. N. (2021). Development of Performance Assessment Instruments Through Practical Learning to Improve Science Process Skills. Jurnal Penelitian Pendidikan IPA, 7. https://doi.org/10.29303/jppipa.v7iSpecialIssue.867

Elhai, J. (2023). Science Literacy: a More Fundamental Meaning. Journal of Microbiology & Biology Education, 24(1). https://doi.org/10.1128/jmbe.00212-22

Fortus, D., Lin, J., Neumann, K., & Sadler, T. D. (2022). The role of affect in science literacy for all. International Journal of Science Education, 44(4), 535–555. https://doi.org/10.1080/09500693.2022.2036384

Furtak, E. M., & Penuel, W. R. (2019). Coming to terms: Addressing the persistence of “handsâ€on†and other reform terminology in the era of science as practice. Science Education, 103(1), 167–186. https://doi.org/10.1002/sce.21488

Gong, T., Shuai, L., Arslan, B., & Jiang, Y. J. (2020). Process Based Analysis on Scientific Inquiry Tasks Using Large-Scale National Assessment Dataset. International Educational Data Mining Society. Retrieved from https://files.eric.ed.gov/fulltext/ED608072.pdf

Hartina, L., Rosidin, U., & Suyatna, A. (2020). Pengaruh Penerapan Instrumen Performance Assessment pada Pembelajaran IPA Berbasis Laboratorium Real terhadap Hasil Belajar Siswa. Jurnal Penelitian Pendidikan IPA (JPPIPA, 6(1), 25–31. https://doi.org/10.29303/jppipa.v6i1.299

Huong, P. T., My, N. T., Nga, N. T. H., & Van, P. D. (2021). Current situation of natural sciences laboratories and factors affecting the frequency of natural science laboratory teaching at some lower secondary schools in the north central region of vietnam. Journal of Management Information and Decision Sciences, 24(3), 1–14. Retrieved from https://www.proquest.com/docview/2517259597/fulltextPDF/B06502A08D472CPQ/1?accountid=62722

Husna, N., Halim, A., Evendi, E., Syukri, M., Nur, S., Elisa, E., & Khaldun, I. (2022). Impact of Science Process Skills on Scientific Literacy. Jurnal Penelitian Pendidikan IPA, 8(4), 1827–1833. https://doi.org/10.29303/jppipa.v8i4.1887

Idris, N., Talib, O., & Razali, F. (2022). Strategies in Mastering Science Process Skills in Science Experiments: A Systematic Literature Review. Jurnal Pendidikan IPA Indonesia, 11(1), 155–170. https://doi.org/10.15294/jpii.v11i1.32969

Kelana, J. B., Robandi, B., & Widodo, A. (2022). Inquiry Model: How to Improve the Ability of the Nature of Science and Its Aspects in Elementary School? International Journal of Elementary Education, 6(2), 325–332. https://doi.org/10.23887/ijee.v6i2.45611

Keller, C., Hendrix, T., Xu, N., Porter-Morgan, H., & Brashears, A. (2018). A Foundation for STEM Success: A Simple and Successful Microscope Intervention in a General Biology Course at an Urban Community College. Journal of College Science Teaching, 48(1), 15–23. Retrieved from https://static1.squarespace.com/static/57e95df4d1758efd39919e0d/t/5bb91566e79c70e0435f9c74/1538856297299/Keller+et+al+%282018%29.pdf

Kleickmann, T., Steffensky, M., & Praetorius, A. K. (2020). Quality of teaching in science education. More than three basic dimensions? In Empirische Forschung zu Unterrichtsqualität. Theoretische Grundfragen und quantitative Modellierungen, 37–55. Retrieved from https://www.pedocs.de/volltexte/2023/25862/pdf/Kleickmann_et_al_2020_Quality_of_teaching.pdf

Latifah, Y., Jumadi, J., & Sultini, S. (2022). Analysis of 2013 Curriculum Character Values in Science Learning. Jurnal Penelitian Pendidikan IPA, 8(4), 2008–2011. https://doi.org/10.29303/jppipa.v8i4.1277

Lestari, H., Setiawan, W., & Siskandar, R. (2020). Science Literacy Ability of Elementary Students Through Nature of Science-based Learning with the Utilization of the Ministry of Education and Culture’s. Learning House". Jurnal Penelitian Pendidikan IPA, 6(2), 215–220. https://doi.org/10.29303/jppipa.v6i2.410

Letina, A. (2020). Development of students’ learning to learn competence in primary science. Education Sciences, 10(11), 325. https://doi.org/10.3390/educsci10110325

Manz, E., Lehrer, R., & Schauble, L. (2020). Rethinking the classroom science investigation. Journal of Research in Science Teaching, 57(7), 1148–1174. https://doi.org/10.1002/tea.21625

Mulyeni, T., Jamaris, M., & Supriyati, Y. (2019). Improving basic science process skills through inquiry-based approach in learning science for early elementary students. Journal of Turkish Science Education, 16(2), 187–201. https://doi.org/10.12973/tused.10274a

Queiruga-Dios, M. Ã., López-Iñesta, E., Diez-Ojeda, M., Sáiz-Manzanares, M. C., & Vazquez Dorrio, J. B. (2020). Citizen science for scientific literacy and the attainment of sustainable development goals in formal education. Sustainability, 12(10), 4283. https://doi.org/10.3390/su12104283

Shana, Z., & Abulibdeh, E. S. (2020). Science practical work and its impact on high students’ academic achievement. JOTSE, 10(2), 199–215. https://doi.org/10.3926/jotse.888

Sharon, A. J., & Baramâ€Tsabari, A. (2020). Can science literacy help individuals identify misinformation in everyday life? Science Education, 104(5), 873–894. https://doi.org/10.1002/sce.21581

Sharpe, R., & Abrahams, I. (2020). Secondary school students’ attitudes to practical work in biology, chemistry and physics in England. Research in Science & Technological Education, 38(1), 84–104. https://doi.org/10.1080/02635143.2019.1597696

Teig, N., Scherer, R., & Olsen, R. V. (2022). A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA. International Journal of Science Education, 44(12), 2035–2058. https://doi.org/10.1080/09500693.2022.2109075

Tsybulsky, D., & Muchnik-Rozanov, Y. (2021). Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies. Disciplinary and Interdisciplinary Science Education Research, 3(1), 1–12. https://doi.org/10.1186/s43031-021-00037-8

Yusra, Y., Nurmaliah, C., & Sarong, M. A. (2021). Application of Inquiry-Based Learning Module to Improve Science Process Skills and Student Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 7. https://doi.org/10.29303/jppipa.v7iSpecialIssue.864

Author Biographies

Isti Rokhiyah, Universitas Terbuka

Mestika Sekarwinahyu, Universitas Terbuka

Amalia Sapriati, Universitas Terbuka

License

Copyright (c) 2023 Isti Rokhiyah, Mestika Sekarwinahyu, Amalia Sapriati

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).