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All Journal Journal of Community Engagement Research for Sustainability International Journal on Education Insight Estungkara: Jurnal Pengabdian Pendidikan Sejarah
Ibrahim, Annisa
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Humanities Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Other

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Journal : International Journal on Education Insight

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Looking at the effect of TaRL-integrated CBL on students' scientific literacy skills: What we can learn? Ibrahim, Annisa; Wicaksana, Ervan Johan; Astriawati, Fitri
International Journal on Education Insight Vol. 6 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v6i2.13916

Abstract

In the 21st century, scientific literacy is essential for students to face the complexity of global problems that require scientific understanding in decision-making. PISA data shows Indonesia's low scientific literacy. In 2018, it ranked 74th out of 79 countries with a score of 396 (40% of students only reached level 1), and in 2022, it dropped to 69th out of 81 countries with a score of 383 (34% of students at the elementary level). Less than 1% of Indonesian students reached levels 5-6 in both periods. Efforts to optimize scientific literacy were carried out by implementing a case-based learning (CBL) model integrated with the teaching at the right level (TaRL) approach. A quasi-experimental study was conducted at SMAN 1 Kota Jambi with the topic of the immune system using a non-randomized pretest-posttest control group design. The sample was selected using purposive sampling in grade XI, consisting of an experimental class (CBL-TaRL, n=36) and a control class (CBL, n=36). The results showed that the average score of the experimental class increased from 54.17 to 85.28, while the control class increased from 50.69 to 68.61. The one-way ANCOVA test showed a significant difference [F(1,69)=27.560, p<0.001, ηp²=0.28] with a large effect size. Students taught using CBL-TaRL had a higher increase in scientific literacy, especially in the aspects of analyzing scientific phenomena (36%) and designing scientific investigations (34%).
Co-Authors Ervan Johan Wicaksana Ikhsan Khairullah, Muhammad Khairullah, Mhd. Ikhsan Marviany, Anggi Minarni Siti Helmyati