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THE USE OF SCIENCE LITERACY TAXONOMY TO MEASURE CHEMISTRY LITERACY OF THE SCIENCE TEACHER CANDIDATES Hayati, Muriani Nur
Unnes Science Education Journal Vol 6 No 1 (2017): February 2017
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v6i1.13837

Abstract ___________________________________________________________________ Mastery of scientific literacy is one of the objectives in science learning. Chemistry is one of the aspects of the material in science, so that control of chemical literacy is one indicator of the success of achieving success performance scientific literacy. This study aims to measure literacy levels of chemical science student teachers in the subject of Basic Chemistry. Ability scientific literacy of students that will be measured are to: 1) recognize chemical concepts (nominal literacy); 2) Describe the chemical concepts (functional literacy); 3) use their understanding of chemical concepts to explain a phenomenon (conceptual literacy); and 4) use their understanding of chemistry to analyze information from short paragraph (literacy multi-dimensional). This research is descriptive qualitative. Sampling was done by purposive random sampling technique. The sample (N= 61) was composed of first and second year in the Department of Science Education. Data collection techniques were questionnaires and open-ended paragraphs. The validity of the instrument used was expert judgment. Based on the research results, obtained the literacy skills of students by 56.64% nominal or category, please, and functional literacy of 26.40% or category Very Less. Meanwhile, conceptual literacy was 61.50%; multidimensional literacy was 50.20%. The low level of ability on functional literacy and multidimensional was because students are not accustomed to using asessment that revealed a high level thinking skills. These findings are expected to help in the design process of the new curriculum (KKNI) which put an emphasis on instructional strategies in developing chemical literacy.

THE USE OF SCIENCE LITERACY TAXONOMY TO MEASURE CHEMISTRY LITERACY OF THE SCIENCE TEACHER CANDIDATES Hayati, Muriani Nur
Unnes Science Education Journal Vol 6 No 1 (2017): February 2017
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v6i1.13837

Abstract ___________________________________________________________________ Mastery of scientific literacy is one of the objectives in science learning. Chemistry is one of the aspects of the material in science, so that control of chemical literacy is one indicator of the success of achieving success performance scientific literacy. This study aims to measure literacy levels of chemical science student teachers in the subject of Basic Chemistry. Ability scientific literacy of students that will be measured are to: 1) recognize chemical concepts (nominal literacy); 2) Describe the chemical concepts (functional literacy); 3) use their understanding of chemical concepts to explain a phenomenon (conceptual literacy); and 4) use their understanding of chemistry to analyze information from short paragraph (literacy multi-dimensional). This research is descriptive qualitative. Sampling was done by purposive random sampling technique. The sample (N= 61) was composed of first and second year in the Department of Science Education. Data collection techniques were questionnaires and open-ended paragraphs. The validity of the instrument used was expert judgment. Based on the research results, obtained the literacy skills of students by 56.64% nominal or category, please, and functional literacy of 26.40% or category Very Less. Meanwhile, conceptual literacy was 61.50%; multidimensional literacy was 50.20%. The low level of ability on functional literacy and multidimensional was because students are not accustomed to using asessment that revealed a high level thinking skills. These findings are expected to help in the design process of the new curriculum (KKNI) which put an emphasis on instructional strategies in developing chemical literacy.

INTEGRATED SCIENCE DIGITAL MODULE BASED ON SCIENTIFIC LITERACY: ANALYZING TECHNOLOGICAL CONTENT KNOWLEDGE (TCK) SKILLS IN INDUSTRY REVOLUTION 4.0 ERA Hayati, Muriani Nur
Unnes Science Education Journal Vol 8 No 1 (2019): February 2019
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v8i1.29247

The Industrial revolution 4.0 era has changed the view of educational model focus, where the old literacy knowledge (reading, writing, and mathematic) is not enough to be modal in a society. Curriculum reorientation is needed as new literacy so it keeps to be existed in that era. This research aims to understand validity and reading level of Integrated Sciences digital module based on scientific literacy students, and to analyze TCK skills of students after using digital module. This research use R & D method with subject of 44 science teacher candidate. Validating was done by expert validator. Reading level uses the result of scale test. TCK analyzed with descriptive percentage. Research showed there is acceptance using of Integrated Sciences digital module with reading level in intermediate level (51,90%) and validity is high (81,25%). TCK was analyzed with likert type scale in a enough criteria due to use of digital module. It is concluded that Integrated Science digital module based on scientific literacy can be used as learning module. Development of other digital module needs supporting from high institution so that it can hold on industry revolution 4.0 era.

The Effectiveness of Project-based Multi-representation Discourse on Junior High School Studentsâ€™ Science Process Skills Safitri, Mutiara; Susongko, Purwo; Hayati, Muriani Nur
Unnes Science Education Journal Vol 9 No 2 (2020): July 2020
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v9i2.38578

The purpose of this study was to determine the effectiveness of the implementation of Project-based Multi-Representation Discourse model in improving studentsâ€™ science process skills. The method used was the quasi-experiment with pretest-posttest control group research design. The population in this study was VII graders of SMP N 17 Tegal. The sample was selected using the cluster random sampling techniques. The data were taken through tests, questionnaires, and documentation. The results showed that the students learning using the Project-based Multi-Representation Discourselearning model had an average N-gain percentage of 72.27%. The percentage score was higher than the students studying using the Multi-Representation Discourse (MRD) learning model which had an average N-gain percentage of 42.50%. The results of the data analysis showed that the Project-based Multi-Representation Discourselearning model is effective enough to be applied and has an effect on improving science process skills.

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