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All Journal Indonesian Journal of Community Services Cel Journal of Environment and Sustainability Education
Dina Rahmi Darman
Universitas Negeri Jakarta, Indonesia
Humanities Chemistry Education Environmental Science Physics Other

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Empowering Scientific Inquiry Literacy Through SIDILAN: A Dissemination Program for Elementary School Teachers Dina Rahmi Darman; Firmanul Catur Wibowo; Imaningtyas; Nina Nurhasanah; Linda Zakiah; Mira Amelia Amri; Endang M. Kurnianti; Endang Wahyudiana; Indah Wardatussa’idah; Chrisnaji Banindra Yudha
Indonesian Journal of Community Services Cel Vol. 4 No. 2 (2025): Indonesian Journal of Community Services Cel
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70110/ijcsc.v4i2.95

Abstract

Background: The lack of science inquiry literacy among elementary school teachers is a crucial issue affecting the quality of science education. This condition is caused by various factors, including low teacher LIS competency, inadequate facilities, and a lack of learning media that support inquiry learning for students' diverse learning styles. To address this, training is needed that can provide teachers with opportunities to design inquiry learning based on students' learning styles.Aims and Method: This community services program aimed to enhance teachers' Scientific Inquiry Literacy (SIL) through the dissemination of SIDILAN using the Interactive Lecture Demonstration method.Results: The pre-posttest results showed a high average N-Gain (0.76), categorized as High. 13 teachers who were drilled using the SIDILAN application in their lessons experienced an increase in SIL knowledge, categorized as High. Two teachers also experienced an increase in SIL knowledge, categorized as Medium. .  There has been an increase in teachers' knowledge about SIL, student learning styles, the relationship between SIL and learning styles, and scientific inquiry learning designs that facilitate various student learning styles. Teachers reported SIDILAN as user-friendly, effective in identifying student learning styles, useful for instructional planning. and improving inquiry skills so that they could achieve science with good inquiry.
Dissemination of interactive digital physics modules (IDMP) to improve teachers' Scientific Inquiry Literacy (SIL) in depth learning Firmanul Catur Wibowo; Hadi Nasbey; Dina Rahmi Darman; Iffah Hamidah; Thomas Enggar Dwi Prasetiyo; Daniel Steeven; Muhammad Suryauno Mahmuda; Muhammad Abrar Asyrafy Yacobi; Rinto Agustino; Beken Arymbekov
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.111

Abstract

The Background of study is strengthening Scientific Inquiry Literacy to a critical urgency to equip the younger generation with logical, analytical, and evidence-based thinking skills to face complex challenges in the 21st century. The study objective examines the dissemination of the Interactive Digital Module Physics (IDMP) in improving teachers’ Scientific Inquiry Literacy (SIL) in immersive learning. The of study of method Through a mixed-methods approach with 55 science teachers in Jakarta, Indonesia aged 35-55 years as participants, data were collected through the SIL pretest-posttest and implementation observations. The results showed an adoption rate of 83.3% of the IDMP, with 73.3% of teachers successfully integrating it into their lesson plans. The implementation of the Interactive Digital Module Physics (IDMP) led to a significant improvement in teachers’ scientific inquiry literacy, with N-Gain scores of 25%, 23%, and 22% in designing investigations, guiding inquiry, and evaluating scientific processes, respectively. The implication of study for demonstrate the effectiveness of the IDMP in supporting immersive learning through interactive simulation features. The development of collaborative features such as discussion forums and experimental data banks is recommended to facilitate ongoing practice among teachers.
Co-Authors Beken Arymbekov Chrisnaji Banindra Yudha Daniel Steeven Endang M. Kurnianti Endang Wahyudiana Firmanul Catur Wibowo Hadi Nasbey Iffah Hamidah Imaningtyas Indah Wardatussa’idah Linda Zakiah Mira Amelia Amri Muhammad Abrar Asyrafy Yacobi Muhammad Suryauno Mahmuda Nina Nurhasanah Rinto Agustino Thomas Enggar Dwi Prasetiyo