DEVELOPING SCIENCE LEARNING MATERIALS FOR JUNIOR HIGH SCHOOL BASED ON WAY OF INVESTIGATING TO IMPORVE SCIENTIFIC LITERACY

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1 DEVELOPING SCIENCE LEARNING MATERIALS FOR JUNIOR HIGH SCHOOL BASED ON WAY OF INVESTIGATING TO IMPORVE SCIENTIFIC LITERACY Obimita Ika Permatasari*, Ani Rusilowati, Masturi Science Studies Program Post-graduate of Semarang State University * obiem_mieta@yahoo.com ABSTRACT This study develops way of investigating-based learning material of science for junior high school containing scientific literacy with purpose to: develop learning material which can improve scientific literacy with science as way of investigating, discover the validity of learning material, determine the readability of learning material, discover students scientific literacy improvement, and define the effectiveness of teaching material to improve scientific literacy. According to the data analysis, it was found out that the teaching material being developed is very valid and adequate to be used with average value of and readability value of is within good category an increase of is obtained in gain test, scientifically process at 0.303, and0.142forscienctificalcontext. Based on the result of the study, it can be concluded that way of investigating-based learning material with science literacy competence is valid and adequate to be used in learning process. Moreover, the application of way of investigating-based learning material with science literacy competence can improve students scientific literacy. Keywords: Way of Investigating-based learning material, scientific literacy INTRODUCTION Science has a very important role in all aspects of human life (science for all) in forming science-literate society. Science learning process is responsible for students scientific literacy; consequently, the quality of science teaching needs to be improved. Science is essentially a collection of knowledge. A more precise statement of the science nature is science a product as replacement for statement science as a collection of knowledge (a body of knowledge), science as a process to substitute a statement of science as a way of inquiry and scientifically interaction (way of Investigating), science as attitudes to substitute a statement science as a way of thinking (way of thinking), and links between science and technology with society (Interaction of science, technology, and society) (Chiappetta, et al.1991). Programme for International Student Assessment (PISA) is a form of cross-country studies S - 1 which monitored students' learning achievements. One of them is scientific literacy which is the ability of students in understanding the concepts of science, apply it in everyday life, explain scientific phenomenon and describe the phenomenon based on scientific evidence (Laugskch, 2002; Shwartz, et al., 2006; OECD, 2007; Bybee, et al., 2009; Cansiz and Turker, 2011). The latest result of PISA in 2012 stated that indonesian science scores is 382 (ranked 64 from 65 countries) (OECD, 2012). The low level of scientific literacy is caused by some aspects tested in international studies is not a competence in education system of Indonesia (Ekohariadi, 2009; Tjalla, 2009). The science learning processing curriculum 2013 at junior high school level is implemented using a scientific approach (Kemendikbud, 2013). Based on these objectives, scientific literacy was set by PISA and in line with the curriculum 2103 can be approximated by science as a way of investigating. Thus, in order to increase the scientific literacy needed a self-learning strategies including concrete concepts which appropriate

2 to the students daily life, one of which is giving selflearning teaching materials for students. Likewise Adisendjaja (2009) conducted an analysis of science textbooks in Bandung, and get results that scientific literacy themes in science textbooks is scientific knowledge (82%), the nature of scientific inquiry (2%), science as a way of thinking (8%), and the interaction of science, technology and society (8%). It can be concluded that science teaching materials analyzed only emphasize on aspects of science with a little knowledge of science as a way of scientific investigation. Based on the analysis of the science handbook for eighth grade students in curriculum 2013, it was found that the science material of physics and biology is integrated into one. Learning roots of science derived from biology, while physics as a supporting material. In its delivery, physics materials are less to be featured. In transportation system science and respiratory system chapters, the integrated physics material in it is pressure, but not all of the material revealed pressure in it. The concept of floating, drifting, and sinking is not delivered and incomplete information linking between science and technology on the hydrostatic pressure, law of Archimedes, and the law of Pascal. Hence there is a need for an additional book that can convey more information in the student handbook. Based on the analysis above, instructional science teaching materials needs to be developed to incorporate way of investigating-based literacy competency so that students can think integrated, not only mastered the content dimension, but also the dimensions of the process and context used by students as a basis to proceed to the next level. METHODS This study develops science teaching materials to based on way of Investigating to improve scientific literacy competence. This development using Research & Development (R & D) procedure, adapted from Sugiyono (2010). The stages through the development of this research procedure are as follows (1) preliminary phase consisting of literature and field studies related to the potential problem and needs analysis, direct observation and analysis of the implementation of learning science subjects and conducting interviews with teachers as provision to design teaching materials, (2) development phase including the design of physics teaching materials physics based on way of Investigating for grade VIII, the determine the core and basic competence, determine learning objectives, determine the material and the measurement of learning outcomes and (3) stage of development is the validation of instructional materials and product testing. Teaching material product test was conducted in SMP Negeri 1 Rembang consisting of two tests those are small-scale (12 people) and large-scale test (1 class). In this study, large-scale testing used experimental design with a control group pre-test post-test group. Experimental class is a class that uses teaching materials developed, while the control class using instructional materials used in schools. The implementation of research and development activities are as follows, (1) students were given pre-test in the form of multiple choice with reasons to determine the ability of the students in the beginning, (2) teaching using materials to foster scientific literacy for learners and observe students activities during the practice, (3) provided science application tasks to the students, (4) students were given about the post-test to determine the final result after the students were taught, (5) students are given questions in the form of spaced test to determine the readability level of teaching materials developed, and (6), the participants were given a response questionnaire to measure students interest and appropriateness of the teaching materials. RESULTS AND DISCUSSION Teaching materials consist of arrangement of combined parts, thus becoming a strong and appropriate building. The composition of the teaching materials is the structure of teaching materials. The teaching material consists of the front cover (Figure 1), the back cover (Figure 2). Figure 1. Front Cover S - 2

3 Figure 2. Back Cover Teaching materials begin with study instructions, content of the book that contains a components inside the book, details of core and basic competence, material review which is preceded by a story character named Oki as a medium of learning with the aim to lead students to focus their mind on the matter which will be discussed (Figure 3). Then continued to the scientific investigation that is the process of skill aspect and is equipped with a question which invites students to think actively. A Sumber: Dok. Penulis Gambar 1. Pisau tajam memberikan tekanan lebih besar daripada pisau tumpul. Pengertian Tekanan Pada hari Minggu Oki bangun pagi, untuk membantu ibu menyiapkan masakan untuk tukang yang akan membenahi dinding rumah yang ambruk. Oki membantu ibu memotong bawang. Ketika Oki memotong bawang, manakah yang lebih memudahkan Oki dalam menyelesaikan tugasnya, menggunakan pisau tajam atau pisau tumpul? Sudah tentu pisau tajam yang lebih mudah digunakan untuk memotong bawang, seperti Gambar 1. Oki berpikir dan kemudian bertanya kepada ibunya, Mengapa demikian Bu? (Mengidentifikasi masalah) Ibu menjawab, karena luas permukaan bidang tekan pisau tajam lebih kecil daripada luas permukaan bidang tekan pisau tumpul. (Menjelaskan) Walaupun gaya yang kamu berikan sama besar, tetapi pisau tajam akan memberikan tekanan yang lebih besar daripada pisau tumpul. Figure 3. Oki character story Readability level of teaching material based on way of Investigating with scientific literacy competencies are assessed using a spaced test instrument obtained a score of Thus, the teaching material developed is easy to understand according to Bormuth criteria. After both classes were given pre-test, the experimental class and the control class gets the same treatment in the study of learning is to increase scientific literacy based on way of Investigating. At the end of the lesson, both classes did the post-test to determine students content dimensions of the pressure material. To find the dimensions process, the two classes do lab work in accordance with what was presented in the teaching materials used in each class. Students dimensional context of scientific literacy can be assessed with the task of science applications. After getting the data, and then normality tested to determine normality of data. The results of the normality test analysis are shown in Table 1. Table 1. Results of Normality Test of Experimental and Control χ 2 count Data Eksperimental Control Post-test 3,42 10,07 Observation II 3,08 4,98 Task III 23,39 21,44 χ 2 table 11,07 Criteria Data normally distributed Data not normally distributed Both samples are dependent, the hypothesis testing and observation for data post-test and observation II using the t test and the right side for hypothesis testing of task III using Wilcoxon test. The results of the analysis are shown in Table 2 and 3. Table 2.Test Results of Difference Two Means t Test One Party Data Post-test and Observation II of Experimental and Control Mean of scores Data Experimental Control dk t count t table Post-test 61,91 51,04 3,86 Observation 84,56 81, ,67 2,22 II Table 2 shows that at the level of 5%, for score of post-test observation II t count was 3.86 and 2.22, while t table gained Because the t count > t table, then Ho is rejected. It can be concluded that the score of post-test S - 3

4 and observation II of experimental class is higher than the control class. Table 3. Test Results Two average difference t test One Data Task III of experimental and control class Mean of scores Data Experimental Control Z count Z table Task III 62,13 55,47 6,72 1,65 Table 3 shows that at the level of 5%, for the score of task III z count = 6.72 while z tabel Because the z count > z table, then Ho is rejected. It can be concluded that the task III score of experimental class is higher than the control class. The result of the gain test reveals that the average score of both classes increased. In the experimental class was 0.484, while the control class is 0.345, both classes in a category of average. The result of the gain test of the process of science in experimental classis 0.303, in category average, while the control class is in the low category. Results of gain context science experiment class is while the control class is 0.081, the two classes are in the low category. Learning in the classroom, begins with a story of Oki then explains the events experienced and discuss what was found. With this learning students are more enthusiastic in listening and ask what the next event is. The junior level is a period of formal operations to be shaped, where the change of thinking from the concrete into the abstract. To sharpen students skills, it needs way of Investigating-based teaching, where the students are encouraged to investigate the problem and find an answer that will be making into concept. These teaching materials do not to review the material directly, but it begins with the story characters with specific cases and then discussed in physics. The purpose of the presentations the characters in the story, so that learners understand the material easier and create learning resources close to students' lives. Teaching materials were developed with the principles of contextual learning is needed in the junior learners so that they can achieve the maximum competence (Suwardi, 2011). Teaching materials developed are not a full review of the material, but involves questions which can lead students to think, discover and understand the material. It was intended that the students can learn to use critical thinking skills when discussing and analyzing the evidence, evaluate ideas, and draw conclusions (Jannah, et al. 2012). However, based on gain test the increase in the mean of post-test showed that both classes have an average increase although the gain score of experimental class is higher than control class. That's because the experimental class are given teaching materials that contain questions in the form of descriptions which can develop the ability to think and can improve students process skills. This is in accordance with the opinion of Khan (2009) which states that learning with description can develop an attitude in finding a solution to the problems and issues with a logical answer through meaningful learning. In addition, these materials can be used independently so that students will reduce their dependence on the teacher. Developing process skill needs to be one of the main missions of teaching science in schools, because it was plainly found that students weaknesses is in interpret the data and information (narrative, images, tables, etc.) and draw conclusions. In accordance with the main concept of scientific literacy assessment according to the PISA, the application of scientific knowledge and students process skills, which is obtained from the process of learning to face challenges in everyday life (Stacey, 2010). Dimensional process that assessed from practical activities has seven indicators. In analyzing indicators and communicate conclusions in both classes have the lowest score. The reason is because the students are not accustomed to analyze and conclude from activities that have been carried out and the fear of expression and fear of being wrong is still exist. There is an improvement of dimensional context in scientific literacy of task II to III task, because students already trained in working scientific applications. Teaching materials based on way of Investigating can help students to improve process skills which the skills are to produce content and shape context, corresponding with aspects used by PISA. Judging from the pattern of presentation about the ability to conduct scientific investigations are much more tested than other skills for the development students of thinking pattern. So that students can describe the processes of science in a problem. The effectiveness of teaching materials is discovered from the increase of scientific literacy and students response. From the response questionnaire 86.65% students responded well, meaning the 80% target can be met. Based on the analysis of the response data obtained that teaching materials developed make students more interested to read, easier to understand instructional materials because every issue comes with a picture, making it easier on the understanding and train students to conduct independent practice with simple ingredients. S - 4

5 CONCLUSION The results of finding sand discussion found out that the characteristics of teaching materials developed is science teaching materials for junior high school based on way of Investigating with scientific literacy competence. The teaching began with the characters Oki, followed by scientific investigation. Scientific investigation activities at the beginning of the teaching can be used as the initial knowledge of the students and as a preparation for finding the concept. Teaching material comes with a content that is made in such a way that supports the learning and helps students to improve scientific literacy. Teaching materials developed categorized as valid with a score of and readability understandable with a spaced test score of very high, so that it is appropriate to be used. Students scientific literacy using instructional materials based on way of Investigating is higher than learners who use teaching materials from the school. Marked with the test score, process skills in practical activities, and score of tasks assigned is higher. Science teaching materials for junior high school based on way of Investigating being developed is an effective way to increase the scientific literacy with 86.65% students responded well. REFERENCES Adisendjaja. Y. H Analisi Modul Bahan Ajar Biologi SMA Kelas X di Kota Bandung Berdasarkan Literasi Sains. Makalah diseminarkan dalam Seminar Nasional Pendidikan Biologi dan Biologi di Jurusan Pendidikan Biologi FMIPA UPI. Bandung Mei Bybee, R., McCrae, B., dan Laurie, R PISA 2006: An Assessment of Scientific Literacy. Journal of Research in Science Teaching, 46(8): Cansiz, A., dan Turker, N Scientific Literacy Investigation in Science Curricula: The Case of Turkey. Western Anatolia Journal of Educational Science, Chiappetta, E. L, Fillman, D. A, dan Sethna, G. H A Quantitative Analysis of High School Chemistry Textbooks for Scientific Literacy Themes and Expository Learning Aids. Journal of Research in Science Teaching, 28(10): Ekohariadi Faktor-faktor yang Mempenaruhi Literasi Sains Siswa Indonesia Berusia 15 Tahun. Jurnal Pendidikan Dasar, 10(1): Jannah, M., Sugianto, dan Sarwi Pengembangan Perangkat Pembelajaran Berorientasi Nilai Karakter Melalui Inkuiri Terbimbing Materi Cahaya Pada Siswa Kelas VII Sekolah Menengah Pertama. Journal of Innovative Science Education, 1(10): Khan, M., A Teaching of Heat and Temperature by Hypothetical Inquiry Approach: A Sample of Inquiry Teaching. Journal of Physics Teacher Education, 5 (2): Kemendikbud Contoh Penerapan Pendekatan Scientific dalam Pembelajaran IPA. Jakarta: Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjamin Mutu Pendidikan. Laugksch, R Scientific literacy: A conceptual overviev. Science Education, 84(1): OECD [Organization for Economic Cooperation and Development] PISA Science competencies for tomorrow s world. Volume I: Analysis. Paris: OECD. OECD [Organization for Economic Cooperation and Development] PISA 2012 Results in Focus What 15-year-olds know and what they can do with what they know. Tersedia di 012&oq=hasil+oecd+2012&gs_l=serp c..47.serp E MV2qiBNjK4.pdf[acccessed on ]. Shwartz, Y., Ben-Zhi, R. dan Hofstein, A The Use of Scientific Literacy Taxonomy For Assessing The Development ff Chemical Literacy Among High- School Student. Chemistry Education Research and Practice, 7(4): Stacey, K Mathematical and Scientific Literacy Around The World. Journal of Science and Mathematics Education in Southest Asis, 33 (1): Sugiyono Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: CV ALFABETA. Suwardi Pengembangan Bahan Ajar Membaca Intensif di SMP dengan Prinsip Kontekstual. Tesis. Semarang: Universitas Negeri Semarang. Tjalla, A Potret Mutu Pendidikan Indonesia Ditinjau dari Hasil-hasil Studi Internasional. Jurnal Ilmiah Psiko-Edukasi, 6(2): S - 5