Empowering scientific literacy skills through an integrated SSCS learning model with RQA strategies

Authors

  • Yusnaeni Biology Education, Faculty of Teacher Training and Education, University of Nusa Cendana, Indonesia
  • Mbing. M. Imakulata Biology Education, Faculty of Teacher Training and Education, University of Nusa Cendana, Indonesia
  • Nikmah Biology Education, Faculty of Teacher Training and Education, University of Nusa Cendana, Indonesia
  • Mario. J. Santrum Biology Education, Faculty of Teacher Training and Education, University of Nusa Cendana, Indonesia
  • Jasman Chemistry Education, Faculty of Teacher Training and Education, University of Nusa Cendana, Indonesia
  • Sudirman Chemistry Education, Faculty of Teacher Training and Education, University of Nusa Cendana, Indonesia
  • Waldetrudis. V. Dama Biology Education, Faculty of Teacher Training and Education, University of Nusa Cendana, Indonesia
  • Nolvan. C. Bangngu Biology Education, Faculty of Teacher Training and Education, University of Nusa Cendana, Indonesia
  • Gabriela. F. Wiltin Biology Education, Faculty of Teacher Training and Education, University of Nusa Cendana, Indonesia
  • Etheldrida S. T. Tukan Biology Education, Faculty of Teacher Training and Education, University of Nusa Cendana, Indonesia

DOI:

https://doi.org/10.21009/biosferjpb.47844

Keywords:

RQA, Scientific Literally, SSCS

Abstract

Understanding science is needed in the context of scientific literacy. Scientific literacy cannot be separated from the role of reading literacy. Literacy is a prerequisite component so that students can have four life competencies namely Creativity, Critical Thinking, Collaboration, and Communication (4C). This research is quasi-experimental research with a pretest and post-test non-equivalent control group design. The population is students from SMP Negeri 9 and 17 with a class VIII sample of 105 students. The instrument for assessing students' scientific literacy skills is in the form of multiple-choice tests and essays prepared to represent indicators of scientific literacy, namely: 1) identifying scientific problems/phenomena, 2) interpreting data and drawing conclusions, 3) understanding science concepts, and 4) applying science concepts to life. Data on students' scientific literacy abilities analyzed using the t-test. using the SPSS ver. 20. The research results obtained show that there is a difference in scientific literacy between the SSCS model treatment group integrated with RQA learning strategies and the conventional model. The SSCS+RQA class experienced an increase of 52.48%. The significant increase changed the scientific literacy category from low to very high. Meanwhile, the RQA control class experienced an increase of 33.89%. This increase was also able to change the scientific literacy category from low to high.

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Published

2024-10-31

How to Cite

Yusnaeni, Imakulata, M. M., Nikmah, Santrum, M. J., Jasman, Sudirman, … Tukan, E. S. T. (2024). Empowering scientific literacy skills through an integrated SSCS learning model with RQA strategies. Biosfer: Jurnal Pendidikan Biologi, 17(2), 540–549. https://doi.org/10.21009/biosferjpb.47844

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Vol. 17 No. 2 (2024): Biosfer: Jurnal Pendidikan Biologi

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