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All Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Winata Tegar Saputra
Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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The Role of Learning Models in Enhancing Scientific Literacy: A Critical Review Evaluation Winata Tegar Saputra; Diana Rochintaniawati; Rika Rafikah Agustin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 12, No 3: July 2024
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v12i3.10827

Abstract

This literature review examines the impact of learning models on students' scientific literacy and provides critiques of the strengths and weaknesses of the literature. These critiques offer recommendations for future research. Additionally, this review analyzes the role of socio-scientific issues in the context of scientific literacy. To conduct this review, 27 articles from Scopus-indexed journals were critically analyzed using the keywords: (1) Socio-scientific issues in science literacy, (2) model-based learning in scientific literacy, (3) inquiry-based learning in scientific literacy, and (4) socio-scientific issues using model-based learning in science literacy. The analysis was facilitated by the Publish or Perish software. The findings of this review suggest that various inquiry learning models have a positive impact on scientific literacy across different topics and support students' learning achievement. However, it was observed that two specific types of inquiry-based learning models, namely open inquiry-based learning and independent inquiry-based learning, were not effective in improving scientific literacy. Therefore, future research should focus on alternative inquiry-based learning models that have shown promising results in improving scientific literacy. Furthermore, this review highlights that the existing literature predominantly discusses socioscientific issues within the framework of curriculum settings and does not adequately address real-life problems associated with these issues.
Developing and Profiling the Scientific Literacy Test Items on Prospective Science Teachers: A Focus on Health and Disease in Socioscientific Issues Winata Tegar Saputra; Lilit Rusyati; Nuryani Y Rustaman; Indra Fardhani; Ismail Fikri Natadiwijaya
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.16435

Abstract

This study aimed to develop scientific literacy instruments aligned with the 2025 framework, focusing on socioscientific issues (SSI) related to health and disease, and apply them to prospective science teachers (PSTs). Despite the updated framework, many Indonesian scholars still use outdated models. Using an exploratory sequential mixed-methods design and the ADDIE model, this research involved 194 PSTs, three assessment experts, and two content experts. Textbook analysis revealed that competency 1 was most dominant, while competency 3 was the least addressed in both books and classroom practice. The instrument development process began with 30 items and underwent multiple stages, including expert validation, readability checks, pilot testing, and statistical analyses of reliability, item difficulty, and discrimination. Ultimately, 23 items were validated with high reliability (0.92) and a balanced difficulty range that cover the cognitive skills such as content, procedural, and epistemic knowledge. A profiling analysis using these items showed that most PSTs demonstrated moderate scientific literacy, with third-year students outperforming first- and second-year students. Overall, the instrument proved effective, as it was systematically developed based on textbook analysis and teacher interviews to reflect current scientific literacy demands, particularly in preparation for PISA 2025. This instrument also expects the PSTs in the future to have the ability to teach their students about the skills of the content, procedural, and epistemic knowledge.
Co-Authors Diana Rochintaniawati Indra Fardhani Ismail Fikri Natadiwijaya Lilit Rusyati Nuryani Y Rustaman Rika Rafikah Agustin