An Exploration of Scientific Literacy on Physics Subjects within Phenomenon-based Experiential Learning

Authors

  • Prima Warta Santhalia Universitas Kristen Satya Wacana
  • Lia Yuliati Universitas Negeri Malang

DOI:

https://doi.org/10.26740/jpfa.v11n1.p72-82

Keywords:

scientific literacy, phenomenon based experiential learning, expansion

Abstract

Abstract

Scientific literacy is the ability to involve yourself in problems related to science. This research explores students' scientific literacy skills in experiential learning based on phenomena on the concept of expansion. This research was conducted with a mix-method approach with an embedded experimental model design. The data were collected through scientific literacy tests (r = 0.53), and open-ended questions interviews with the students, then analyzed using the Mann-Whitney U-Test quantitatively, and using the Bybee (1997) assessment rubric qualitatively. Based on the results, it was found that the majority of students experienced an increase in their scientific literacy from the SI (Scientific Illiteracy) category (96.88%) into CSL (Conceptual Scientific Literacy) (46.88%). We concluded that phenomenon-based experiential learning was effective in improving students' scientific literacy. So, we need more effort to improve and increase students' scientific literacy skills by integrating scientific literacy competencies while implementing science learning in schools.

Author Biographies

Prima Warta Santhalia, Universitas Kristen Satya Wacana

Department of Physics, Faculty of Science and Mathematics, Universitas Kristen Satya Wacana, Indonesia

Lia Yuliati, Universitas Negeri Malang

Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia

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Published

2021-07-26

How to Cite

Santhalia, P. W. and Yuliati, L. (2021) “An Exploration of Scientific Literacy on Physics Subjects within Phenomenon-based Experiential Learning”, Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 11(1), pp. 72–82. doi: 10.26740/jpfa.v11n1.p72-82.

Issue

Vol. 11 No. 1 (2021)

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Articles

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