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All Journal Jurnal Florea Pedagogik: Jurnal Pendidikan
Siti Ramdiah
Universitas PGRI Kalimantan
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education

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Enhancing Students’ Numeracy Literacy through ASICC-SSI Worksheets in Environmental Change Learning Silvia Okki Novita Rinda; Priyatmoko; Akhmad Sukri; Siti Ramdiah; Nurul Bahiyah Abd Wahid; Agus Muji Santoso; Poppy Rahmatika Primandiri
Florea : Jurnal Biologi dan Pembelajarannya Vol. 13 No. 1 (2026)
Publisher : UNIVERSITAS PGRI MADIUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/florea.v13i1.24379

Abstract

Developing students’ numeracy literacy is an important goal in science education, particularly for understanding environmental phenomena that require data interpretation and quantitative reasoning. However, classroom learning often provides limited opportunities for students to analyze environmental issues using scientific evidence and numerical information. This study aimed to develop ASICC-based student worksheets integrating Socio-Scientific Issues (SSI) on environmental change topics to strengthen students’ numeracy literacy. The study employed design research using a development study approach based on Tessmer’s formative evaluation model, consisting of preliminary study and formative evaluation stages, including self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field testing. The participants were 36 tenth-grade students at SMA Negeri 1 Prambon. Data were collected through observations, interviews, and expert validation sheets and analyzed using descriptive quantitative methods. The validation results indicated that the developed worksheets were categorized as valid to very valid, with scores of 73%, 98%, and 93% from experts and practitioners. Learning activities structured through the ASICC stages encouraged students to analyze environmental issues, interpret data, and formulate evidence-based solutions. These findings suggest that ASICC-based worksheets integrated with SSI have the potential to strengthen students’ numeracy literacy in environmental change learning.
The Effect of the Role-Playing Method on Students’ Critical Thinking in Natural and Social Sciences Learning Dewi Dewi; Siti Ramdiah
Pedagogik: Jurnal Pendidikan Vol. 21 No. 2 (2026): Pedagogik: Jurnal Pendidikan
Publisher : Institute For Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pedagogik.v21i2.13769

Abstract

Background: Critical thinking is an important higher-order cognitive skill that should be developed from elementary school, yet classroom learning often remains teacher-centered and provides limited opportunities for students to analyze problems, evaluate alternatives, and make reasoned decisions. Objective: This study examined the effect of the role playing method on fourth-grade students’ critical thinking in the IPAS topic “How We Get All Our Needs” and described the implementation of the learning process. Method: A quantitative quasi-experimental design with a pretest-posttest control group was used. The sample consisted of 43 fourth-grade students of SDN 2 Barabai Darat, including 21 students in the experimental group and 22 students in the control group. Data were collected through essay-based critical thinking tests, teacher and student activity observation sheets, and student response questionnaires. The data were analyzed descriptively and inferentially using normality testing, Levene’s homogeneity test, and one-way analysis of variance. Results and Discussion: The experimental group obtained a higher posttest mean score of 85.2976 than the control group, which obtained 78.1818. The homogeneity test showed a significance value of 0.633, and hypothesis testing produced F = 15.700 with p = 0.000. These results indicate a significant positive effect of role playing on students’ critical thinking. The learning process was implemented very well, student activity reached the maximum score in each meeting, and student responses were highly positive. Conclusion: Role playing is an effective alternative for contextual IPAS learning because it integrates concrete experience, social interaction, decision making, and reflection.
Co-Authors Agus Muji Santoso Akhmad Sukri Dewi Dewi Nurul Bahiyah Abd Wahid Poppy Rahmatika Primandiri Priyatmoko Silvia Okki Novita Rinda