PENGARUH METODE PERCOBAAN TERHADAP LITERASI SAINS DAN HASIL BELAJAR KOGNITIF SISWA KELAS V SEKOLAH DASAR KECAMATAN CAKRANEGARA
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Jun 20, 2023
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experimental methods, science literacy, cognitive learning outcomes
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Abstract
According to the results of PISA 2018 and researcher’s observations, scientific literacy skills and students' cognitive learning outcomes are still lacking. This study aims to determine the effects of science experiments on scientific literacy and student cognitive learning outcomes. This research design used a non-equivalent control group with a quasiexperimental type. The research sample was consisted of 3 fifth grade elementary schools located at Cakranegara region. The data were collected through tests and questionnaires filled out by students. Data were analyzed using independent sample t-test and MANOVA. The analysis showed the following results: first, the scientific literacy ability of students who took part in learning using the experimental method has significant more influential than students who took part in learning using the lecture method (tcount = 8.926; p <0.05). Furthermore, both cognitive learning outcomes of students who took part in learning using the experimental method were significantly more influential than students who took part in learning using the lecture method (tcount = 4.435; p <0.05). Third, the scientific literacy ability and cognitive learning outcomes of students who participated in learning using the experimental method were significantly more influential than students who participated in the lecture learning method (F = 42,375; p < 0.05). From these results, it could be concluded that the experimental method can be applied by teachers as one of the learning methods that has a positive influence on the progress of scientific literacy skills and students' cognitive learning outcomes in science learning
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Rezkillah, I. I., & Prasetyo, Z. K. (2023). PENGARUH METODE PERCOBAAN TERHADAP LITERASI SAINS DAN HASIL BELAJAR KOGNITIF SISWA KELAS V SEKOLAH DASAR KECAMATAN CAKRANEGARA. Jurnal Ilmiah PENDAS: Primary Educational Journal, 4(1), 36 - 46. https://doi.org/10.29303/pendas.v4i1.2330
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Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning teaching and assessing: a revision of Bloom`s taxonomy of educational objetives. In Journal of the American Statistical Association. Logman. https://doi.org/10.2307/2281462
Anjarsari, P. (2014). Literasi Sains Dalam Kurikulum Dan Pembelajaran Ipa Smp. Prosiding Semnas Pensa VI ”Peran Literasi Sains”, 602–607.
australiaawardsindonesia. (2020). Applications Open for the Building Foundations to Equip Indonesians with 21st Century Skills Short Term Award. In Australiaaward. https://australiaawardsindonesia.org/news/detail/244000038/applications-open-for-thebuilding-foundations-to-equip-indonesians-with-21st-century-skills-short-term-award
Chrysti Suryandari, K., Sajidan, Budi Rahardjo, S., Kun Prasetyo, Z., & Fatimah, S. (2018). Project-based science learning and pre-service teachers’ science literacy skill and creative thinking. Cakrawala Pendidikan, 37(3), 345–355. https://doi.org/10.21831/cp.v38i3.17229
Creswell, J. W. (2014). Research Design. In SAGE.
Gherardini, M. (2016). Pengaruh Metode Pembelajaran Dan Kemampuan Berpikir Kritis Terhadap Kemampuan Literasi Sains. Jurnal Pendidikan Dasar, 7(2).
Gulla, A. N., & Sherman, M. H. (2020). Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators. In Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-57137-5
Hidayah, N., Arifuddin, M., & Mahardika, A. I. (2017). Meningkatkan Keterampilan Proses Sains Pada Pembelajaran Fisika Menggunakan Metode Percobaan. Berkala Ilmiah Pendidikan Fisika Vol, 87(1,2), 149–200.
Hollingsworth, P. (1970). An Experiment With the Impress Method of Teaching Reading.Reading Teacher, 24(2), 112–114.
Lazonder, A. W., & Harmsen, R. (2016). Meta-Analysis of Inquiry-Based Learning: Effects of Guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366
Lutfi, Ismail, & Azis, A. A. (2017). Pengaruh Project Based Learning Terintegrasi Stem Terhadap Literasi Sains , Kreativitas dan Hasil Belajar Peserta Didik Effect of ProjectBased Learning Integrated Stem Against Science Literacy , Creativity and Learning Outcomes On Environmental Pollution. Prosiding Seminar Nasioanal Biologi Dan Pembelajarannya, 189–194.
Meita, L., Furi, I., Handayani, S., & Maharani, S. (2018). Eksperimen Model Pembelajaran Project Based Learning Dan Project Based Learning Terintegrasi Stem Untuk Mengingkatkan Hasil Belajar Dan Kreativitas Siswa Pada Kompetensi Dasar Teknologi Pengolahan Susu. Jurnal Penelitian Pendidikan, 35(1), 49-60–60. https://doi.org/10.15294/jpp.v35i1.13886
Mustika, Y., & Nurwidaningsih, L. (2018). Pengaruh Percobaan Sains Anak Usia Dini terhadap Perkembangan Kognitif Anak di TK Kartika Siwi Pusdikpal Kota Cimahi. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 91. https://doi.org/10.31004/obsesi.v2i1.12
OECD. (2020). PISA 2018 results (Volume IV): Are students smart about money? Vol. IV. https://www.oecd-ilibrary.org/education/pisa-2018-results-volume-iv_48ebd1ba-en
Purmini, N. (2020). Upaya Meningkatkan Kemampuan Siswa Dalam Memahami Komponen Kimiawi Penyusun Sel Melalui Metode Percobaan. Bioed : Jurnal Pendidikan Biologi, 8(2), 18–24. https://doi.org/10.25157/jpb.v8i2.4377
Rambonilaza, M., & Dachary-Bernard, J. (2007). Land-use planning and public preferences: What can we learn from choice experiment method? Landscape and Urban Planning, 83(4), 318–326. https://doi.org/10.1016/j.landurbplan.2007.05.013
Reips, U.-D. (2000). The web experiment: advantages, disadvantages, and solutions. Psychology Experiments on the Internet, 1995, 89–117.
Riquelme, J. A., Chavez, M. N., Mondaca-Ruff, D., Bustamante, M., Vicencio, J. M., Quest, A. F. G., & Lavandero, S. (2016). Therapeutic targeting of autophagy in myocardial infarction and heart failure. Expert Review of Cardiovascular Therapy, 14(9), 1007–1019. https://doi.org/10.1080/14779072.2016.1202760
Smith, R. S., & Walker, R. (2010). Studies in Higher Education Can inquiry ‐ based learning strengthen the links between teaching and disciplinary research ? March 2015, 37–41. https://doi.org/10.1080/03075070903315502
Subekti, Y., & Ariswan, A. (2016). Pembelajaran fisika dengan metode eksperimen untuk meningkatkan hasil belajar kognitif dan keterampilan proses sains. Jurnal Inovasi Pendidikan IPA, 2(2), 252. https://doi.org/10.21831/jipi.v2i2.6278
Suduc, A., Bizoi, M., & Gorghiu, G. (2015). Inquiry Based Science Learning in Primary Education. Procedia - Social and Behavioral Sciences, 205(May), 474–479. https://doi.org/10.1016/j.sbspro.2015.09.044
Trilling, B., & Fadel, C. (2009). Bernie Trilling, Charles Fadel-21st Century Skills_ Learning for Life in Our Times -Jossey-Bass (2009). Journal of Sustainable Development
Education and Research, 2(1), 243. Wang, P., Wu, P., Yu, K., & Lin, Y. (2015). Influence of implementing inquiry-based instruction on science learning motivation and interest : a perspective of comparison. Procedia - Social and Behavioral Sciences, 174, 1292–1299. https://doi.org/10.1016/j.sbspro.2015.01.750
Wijayanto, T., Supriadi, B., & Nuraini, L. (2020). Pengaruh Model Pembelajaran Project Based Learning Dengan Pendekatan Stem Terhadap Hasil Belajar Siswa Sma. JurnalPembelajaran Fisika, 9(3), 113. https://doi.org/10.19184/jpf.v9i3.18561
Zaini, M. (2018). Development Of Guided Inquiry Based Learning Devices To Improve Student Learning Outcomes In Science. European Journal of Alternative Education Studies, 2000, 107–117. https://doi.org/10.5281/zenodo.2261027
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