Improving Literacy and Students Activities on Motion and Force Materials through Problem Based Learning Model
Abstract
Current technological developments provide opportunities for every learner to express themselves creatively through digital media. However, the easy access to technology that can facilitate the learning process can make learners become complacent with the excitement of instant technology, so that the learning culture is reduced due to this convenience. The PISA 2018 results show that Indonesia occupies the bottom 10 positions out of 79 participating countries, even below the achievements of students in ASEAN countries. This is reflected in the observation results at SMPN 32 Bandung which has a low level of literacy skills, so that the learning process tends to be passive and only receives learning from the teacher. This can be seen from the percentage of passing the classical KKM learning that does not reach an average of 75%. Based on the above problems, it is necessary to increase the literacy and activity of students related to the Implementation of Straight Motion and Force in everyday life using the Problem Based Learning (PBL) learning model. This type of research is Classroom Action Research (PTK) with quantitative research methods and using post-test only instruments. The results of this study are the level of literacy skills of students with the application of Problem Based Learning on Straight Motion and Force material is still relatively low with the acquisition of the value -t count < -t table or -4.154 < -2.03011 which results in H0 rejected. The data results show that there is a significant difference between the average literacy skills of students against the given value of 70. Then the results of increasing student learning activities have increased to more than 70%.
References
Afandi, M. (2014). The importance of classroom action research for teachers in learning in elementary schools. Scientific Journal of Basic Education, 1(1), 1-19.
Agustin, V. N. (2013). Increasing students' learning activities and outcomes through problem-based learning (PBL) model. Journal of Elementary Education, 2(1).
Ajisoka, A. A., Fadhilah, A. R., & Rachman, I. F. (2024). The role of teachers and educators in promoting digital literacy for sustainable development. Merdeka: Multidisciplinary Scientific Journal, 1(5), 55-60.
Aulia, F. (2021). The effect of problem based learning based learner worksheets on science literacy skills (Quasi experiment at SMA Negeri 5 Depok) (Bachelor's thesis, FITK UIN Syarif Hidayatullah Jakarta).
Fadhila, A. N. (2022). Development of PBL-based E-LKPD using Flip PDF Professional to improve science literacy in magnetic field material. Nusantara: Indonesian Journal of Education, 2(1), 53-70.
Fauziah, N., Hakim, A., & Andayani, Y. (2019). Improving students' science literacy through green chemistry-oriented problem-based learning on reaction rate material. Journal of Pijar MIPA, 14(2), 31-35.
Firmansyah, D. (2022). Common sampling techniques in research methodology: Literature review. Scientific Journal of Holistic Education (JIPH), 1(2), 85-114.
Hartati, R. (2016). Improving the attitudinal aspects of science literacy of junior high school students through the application of problem-based learning models in integrated science learning. Edusains, 8(1), 90-97.
Hastini, L. Y., Fahmi, R., & Lukito, H. (2020). Can learning using technology improve human literacy in generation Z in Indonesia? Journal of Informatics Management (JAMIKA), 10(1), 12-28.
Kemdikbud, P. (2017). Indonesian National Assessment Program (INAP) results. Retrieved March 11, 2019, from Puspendik.kemdikbud.go.id website: https://puspendik.kemdikbud.go.id/inap-sd/
Kurnia, F., Zulherman, & Fathurohman, A. (2014). Analysis of teaching materials for grade XI high school physics in North Indralaya sub-district based on science literacy category. Journal of Physics Innovation and Learning, 1(1), 43-47.
Latief, A., Nurlina, N., Medagri, E., & Suharyanto, A. (2019). The effect of knowledge, skills and attitude management on employee performance. JUPIIS: Journal of Social Sciences Education, 11(2), 173-182.
Marsden, E., & Torgerson, C. J. (2012). Single group, pre-and post-test research designs: Some methodological concerns. Oxford Review of Education, 38(5), 583-616.
Mulyani, F., & Haliza, N. (2021). Analysis of the development of science and technology (IPTEK) in education. Journal of Education and Counseling (JPDK), 3(1), 101-109.
Mustafidah, H., Imantoyo, A., & Suwarsito, S. (2020). Development of web-based one-sample t-test application. JUITA: Journal of Informatics, 8(2), 245-251.
Nasution, W. N. (2017). Learning planning: Understanding, objectives and procedures. Ittihad Education Journal, 1(2), 185-195.
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Prihantoro, A., & Hidayat, F. (2019). Conducting classroom action research. Journal of Islamic Sciences, 9(1), 49-60.
Puspendik. (2019). PISA. Retrieved from Center for Educational Assessment Balitbanf Kemendikbud website: https://puspendik.kemendikbud.go.id/tentang-pisa
Qomariyah, W., Henie Irawati, M., & Suarsini, E. (2019). Implementation of problem based learning module with SQ3R method on biodiversity material to improve science literacy and environmental care attitude. Journal of Education: Theory, Research, and Development, 4(3), 374-381.
Sholikha, S. M. (2015). Application of information technology in the scientific approach in economic subjects. In Proceedings of the National Seminar (May 9, 2011).
Sipahutar, C. (2022). Application of problem-based learning (PBL) learning model in blended learning to improve collaboration ability, critical thinking skills, and mastery of mathematics concepts in class IV XYZ elementary school Jakarta. Pendas: Scientific Journal of Basic Education, 7(2), 1119-1133.
Suryadarma, D., & Jones, G. W. (Eds.). (2013). Education in Indonesia. Institute of Southeast Asian Studies.
Suparya, I. K., Suastra, I. W., & Arnyana, I. B. P. (2022). Low science literacy: Causal factors and alternative solutions. Scientific Journal of Education Citra Bakti, 9(1), 153-166.
Tabun, H. M., Taneo, P. N., & Daniel, F. (2020). Students' mathematical literacy skills in problem-based learning (PBL) model learning. Edumatica: Journal of Mathematics Education, 10(01), 1-8.
Widayati, A. (2008). Classroom action research. Indonesian Journal of Accounting Education, 4(1), 87-93.
Widiana, R., Maharani, A. D., & Rowdoh, R. (2020). The effect of problem-based learning model on the science literacy skills of senior high school students. Ta'dib, 23(1), 87-94.
Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M., & Loyens, S. M. (2024). The effects of problem-based, project-based, and case-based learning on students' motivation: A meta-analysis. Educational Psychology Review, 36(1), 29.
Wulandari, B., & Sujono, H. D. (2013). The effect of problem based learning on learning outcomes considered from PLC learning motivation in vocational schools. Journal of Vocational Education, 3(2), 178-191.
Yusmar, F., & Fadilah, R. E. (2023). Analysis of the low science literacy of Indonesian students: PISA results and contributing factors. LENSA (Lentera Sains): Journal of Science Education, 13(1), 11-19.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright
- The Author and each co-authors transfer the copyright and grant the journal right of publication with the work simultaneously licensed under an International Creative Commons Attribution and ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors should sign copyright transfer agreement when they have approved the final proofs sent by STEM Education Indonesia prior the publication.
Author Guarantee
- The Author (Co-authors) guarantees that the Materials are an original work, submitted only to STEM Education Indonesia, and have not been published previously.
- In case the Materials were written jointly with Co-authors, the Author guarantees that he/she has informed them of the terms of this Agreement and obtained their signatures or written permission to singe on their behalf.
- The Author guarantees as well that:
- The Materials do not contain libelous statements.
- The Materials do not infringe on other persons' rights (including without limitation copyrights, patent rights and the trademark right).
- The Materials do not contain facts or instructions that can cause damage or injury to third parties and their publication dose not cause the disclosure of any secret or confidential information
STEM Education Indonesia is Published by Perhimpunan Intelektual Muslim Indonesia, and licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright ©2024
