Corresponding Author: Hayatun Nisa
E-mail: �[email protected]
INTRODUCTION
Natural Science is related to
knowing about nature in a structured way so that natural science is not only an expert in sharing
knowledge in forms, facts, principles, or concepts (Putra, 2017). In learning science, students
in Indonesia can develop their ability to think critically (Anggraeni
et al., 2023). Students' abilities to think
creatively and actively, work with a good work ethic, be independent, solve
problems, develop and research knowledge, and be honest, democratic,
responsible, and moral are developed ways of learning and education (Towaf,
2014). The science learning course
encourages students to provide direct experience and develop their potential so
that they can scientifically understand and control the natural world around
them (Istyadji &
Putri, 2021). Not only that, students in
science learning are also encouraged to be creative, active, and think
critically.
Students are required to be
creative, active, able to think critically, and only sometimes depend on the
teacher (Akhan
et al., 2022). The dependence of students and
teachers can be resolved simultaneously by providing teaching materials
appropriate to the context and sentences that students can understand so that
they can independently study the material that will be delivered by the
teacher. Teaching materials can help in the course of learning because they can
help teachers and students in learning activities so that teachers do not need
to present much material; then, teaching materials can also take over the role
of some teachers and support independent or individual learning.
Teaching materials are the most
critical component in the course of learning, namely for the delivery of
explanations and one of the critical factors in the functioning of a lesson. Of
course, teaching materials must be presented orderly and ideal because they
have an essential function in learning. However, teaching materials also have
drawbacks. Based on a literature review related to several observations of the
teaching materials, especially at the Junior High School (SMP) level that has been
used so far, weaknesses or deficiencies have been found that must be refined
and supplemented. Some of the gaps in the deficiencies that have been found so
far in teaching materials, namely, students who need more space to be skilled
in applying their knowledge to explain events around them (Listiana, 2013).
This happens due to the need for
more contextual content in teaching materials, where the generally presented
material and abstract concepts still dominate, so students are required to
memorize without knowing what the lesson is related to every day (Risma et al.,
2019). This
teaching material utilizes the Problem-Based Learning (PBL) model. This model
is a model in which learning focuses on problem-solving activities. It is
intended that students can seek solutions to the problems presented actively. In this model, the role of the
teacher acts more as an intermediary and helper in order to actively support
students in the development of knowledge facilities and infrastructure (Sirega,
2016).
Problem-Based Learning (PBL)
is also a way of learning in which students are challenged to "learn and
to learn" They will be combined into groups and work together in order to
be able to find solutions to the problems they face. This problem links
students' curiosity and intelligence in analyzing and taking the initiative
when learning occurs. Problem-Based Learning (PBL) prepares students to be
analytical and think critically in finding and utilizing appropriate learning
resources (Yulianti
& Gunawan, 2019). Some student skills, such as
finding answers to concrete problems and critical and analytical thinking, are
part of the indicators of scientific literacy.
Scientific literacy is the
understanding and knowledge about the design and course of science students
need in everyday life. It is hoped that students can solve the problems they
face every day scientifically by applying the knowledge needed to help humans
make the right decisions. Science learning can be successful if students have
good skills in scientific literacy (Rahmatullah
et al., 2021).
In scientific literacy, the
emphasis is not only on understanding and knowledge about the design and course
of science but also on how individuals can make decisions and participate in
culture, community life, and a growing economy. In this century's scientific
literacy, the main thing that needs to be understood is the use of science and
technology, not only to understand the universe (Narut &
Supardi, 2019).
As for the purpose of this study,
namely "The feasibility of scientific literacy-based teaching materials on
the material Soil Formation Process and Soil Composition Components for class
IX SMP?" From the formulation of the problem, the derivative questions are
formulated as follows: 1). Knowing the validity of developing teaching
materials based on scientific literacy material on the Process of Soil
Formation and Components of Soil Composition for class IX in junior high school
2). Knowing the effectiveness of developing teaching materials based on
scientific literacy material on Soil Formation Processes and Soil Composing
Components for class IX SMP 3).Knowing the practicality of developing teaching
materials based on scientific literacy material on Soil Formation Process and
Soil Composing Components for class IX SMP.
And the research benefits that
can be expected are as follows: 1). For students, teaching materials based on
scientific literacy material on the Process of Soil Formation and Soil
Composition Components for grade IX SMP can be used as a learning resource. 2).For
teachers, teaching materials based on scientific literacy material on the
Process of Soil Formation and Soil Composition Components for grade IX SMP can
be used as an alternative teaching material for teachers in the learning
process. 3).For schools, teaching materials based on scientific literacy
material on the Process of Soil Formation and Soil Composition Components for
grade IX SMP can be used as information and contributions in improving science
learning.
According to the explanation
above, scientific literacy-based teaching materials will be developed using the
Problem-Based Learning (PBL) learning model in the material Soil Formation
Process and Soil Composition Components for grade IX Junior High School
METHODS
This literacy-based
teaching material utilizes the concept of research and development, which is a
method that functions to validate and develop products (Sugiyono,
2017). In addition, research on the development of
scientific literacy-based teaching materials also utilizes the 4D model. The 4D
model according to (Listianthy et
al., 2021) ; (Narut &
Supardi, 2019), there are four steps in development using the
4D model, namely: the defined stage is the initial analysis stage, where the
level of development is regarding the situation and work environment activities
so that it is necessary to obtain the initial problems underlying the existence
of a product that must be developed as well as issued. The second stage,
designs (design), is the designer of a scientific literacy-based teaching
material product; the third stage is developing (development), is an activity
to validate or assess the feasibility of the product design that researchers
will develop; the fourth stage is dissemination (dissemination) is the stage of
disseminating literacy-based teaching materials science. However, in this
study, it was sufficient until the third phase, namely development, while the
fourth phase, namely disseminating the teaching materials, was not distributed
in print but only through PDF files.
Data analysis techniques used in developing
scientific literacy-based teaching materials are as follows.
1.
Teaching Material Validity
The development research was carried out by
validating three proficient people, namely, 2 Science Education Lecturers at
FKIP ULM (Lambung Mangkurat University) and 1 Science Teacher at SMP Negeri 15
Banjarmasin. Learning implementation plans, learning outcomes tests, and
response questionnaires were identified as valid because of the results of
verification by the validator with predetermined validity standards. Giving a
value of validity utilizes the following formula.
Information:
𝐾 ̅̅̅ı̅ ������������� = Standardized mean of the i
𝑉 ̅̅̅ı̅ 𝑗 ����������� = The value of the calculated results on the i-standard
from the j-validator
n � ������������� =
Many validators
Table 1. The Validity of Teaching Materials
|
Mark
|
Standard
|
|
3.5 ≤ 𝑉 ≤ 4
|
Very Valid
|
|
2.5 ≤ 𝑉 < 3,5
|
Valid
|
|
1,2 ≤ 𝑉 < 2,5
|
Enough Valid
|
|
0 ≤ 𝑉 < 1.5
|
No Valid
|
Source: (Trianto, 2015)
Description:
V� = The
average validity score from all expert validators.
2.
The
Practicality of Teaching Materials
The practicality of teaching materials is measured
according to the results of measurements from science subject teachers so that
they can convey whether the developed teaching materials can be used or not by
researchers. The data obtained in the practicality test is then averaged and
converted according to the standard practicality level. Analysis of the
practicality level of learning media in this practicality test questionnaire
can be described as follows (Kumalasan, 2018) :
Information:
𝑉𝑝 ������������� =
value obtained by students
𝑇𝑆𝐸𝑝 �������� =
Number of questions correct��
S � max ���� = Many question items
Reasonable standards of student learning outcomes
can be seen in the following table.
Table
2. Criteria for the Practicality of Teaching Materials
|
Standard
|
class
|
Information
|
|
75.01% −
100%
|
Very Practical
|
It can utilize without
repair
|
|
50.01% −
75.00%
|
Practical
|
It can be used with little
improvement
|
|
25.01% −
50.00%
|
Less
Practical
|
Recommended so that not utilized
|
|
00.00% −
25.00%
|
Impractical
|
No can be utilized
|
3.
The
Effectiveness of Teaching Materials
The
effectiveness of teaching materials is examined through data on assessing
students' cognitive aspects of learning outcomes. Students can be called
complete or successful if the value they get is greater than or equal to the
Minimum Completeness Criteria (KKM) value with 𝑁 I 𝑙𝑎 I≥ 𝐾𝐾𝑀. Determination of students' cognitive aspects of
learning outcomes according to the numbers obtained in the class with the
standard class method applied by the Ministry of Education and Culture (KEMENDIKBUD)
is as follows:
Table
3. Classification of Learning Outcomes
|
Level Mastery
|
Class
|
|
85
� 100
|
Very Tall
|
|
65
� 84
|
Tall
|
|
55
� 64
|
Currently
|
|
35
� 54
|
Low
|
|
9 � 34
|
Very low
|
Then the
effectiveness of teaching materials is measured from a learning achievement
found by completing the pretest and posttest to know the level of students'
cognitive learning test results. Therefore it can be implemented by using an
equation. Increasing the test of cognitive learning outcomes can take advantage
of the normalized gain (N-gain) equation as follows
Standards of the effectiveness
of student learning outcomes can be seen in the following table.
Table 4 .
N-gain class
|
intervals
|
Standard
|
|
g <
0.3
|
Low
|
|
0.3 < g < 0.7
|
Currently
|
|
g > 0.7
|
Tall
|
RESULTS AND DISCUSSION
Validity
Teaching Material
Validation Results
Presentation
of data is one of the most critical aspects, where researchers vary scientific
literacy-based teaching materials, and product visibility by experts is then
measured whether the product in the form of scientific literacy-based teaching
materials on soil formation processes and soil constituent components is
appropriate or not for use. The team who are competent in their fields related
to research are Ratna Yulinda, M. Pd and Sauqina, S. Pd, M. A where They are
the lecturers in the Science Education Study Program and researchers also
request Science Teachers at Public Middle Schools 15 Banjarmasin to become
validators namely Risnawati, S.Pd as a science teacher at SMP Negeri 15
Banjarmasin. Following are the results of validating Science Literacy-based
teaching materials on the material for soil formation processes and soil
constituent components.
Table
5. Teaching Material Validation Results
|
Part Evaluation
|
Mark
|
Standard
|
|
Presentation
|
3.64
|
Very Valid
|
|
Appropriateness Fill
|
3.73
|
Very Valid
|
|
language
|
3.80
|
Very Valid
|
|
Literacy science
|
3.61
|
Very Valid
|
|
Average Validation Total
|
3.70
|
Very Valid
|
Based on the validation results of the three expert validators, it can
be seen from Table 5. The result is a 3.70, so scientific literacy-based
teaching materials on soil formation and soil constituents are categorized as
very valid.
Learning
Outcomes Test Validation Results
Validation by the three validators decided that the learning achievement
test has a very reasonable standard. Validation calculations can be seen in
Table 6.
Table. 6. Learning Outcomes Validation Results
|
Part Evaluation
|
Mark
|
Standard
|
|
Multiple
choice
|
3.51
|
Very Valid
|
|
Description
|
3.50
|
Very Valid
|
|
Average Validation Total
|
3.51
|
Very Valid
|
According to the results of the validation of the three expert
validators, validation of the learning outcomes test was obtained in the form
of multiple choice and descriptions with an overall score of 3.51. The learning
outcomes test on scientific literacy-based teaching materials on soil formation
and soil constituent components is valid. So this is in accordance with the opinion of BSNP
(2008), which states the validity of teaching materials and learning outcomes
tests are stated to be Very Valid if the score is above 3.50 and is used
invalid if you get a score below 1.50.
Product
Revision Results
The experts provided validation results for scientific literacy-based
teaching materials in the material on soil formation processes and soil constituent
components. They found several aspects that were corrected or revised.
Suggestions and comments from the validator are presented in Table 7.
Table 7. Module Repair Results
|
BEFORE REVISION
|
AFTER REVISION
|
|
|
|
|
Comments
and Suggestions:
Add Name
Writer along with Name Lecturer Advisor
|
Repair:
Add Name
Writer And Name
Lecturer Advisor
|
|
|
|
|
Comment And Suggestion
:
Add And adjust Indicator and Learning Objectives according to Kom- potential Base
|
Repair :
Add and customize
Indi- office da Objective learning following Competence Base.
|
|
|
|
|
Comment And Suggestion :
Fill the material too A little, And No, there is a supporting image
|
Repair :
Add content
material And add-
even picture
|
|
|
|
|
Comment And Suggestion :
Add a picture about Physical Weathering
|
Repair :
Added
some picture examples of physical weathering
|
|
|
|
|
Comment And Suggestion :
Berries example
explanation A little regarding the type of soil which exists in Borneo South
|
Repair :
Added
an explanation of the type of peat
soils in Kalimantan South As well as a QR code That contains an explanation of more details
|
|
|
|
|
Comment And Suggestion
:
The evaluation must
choose Double
|
Repair
:
Change
question Evaluation becomes choice Double
|
The
Practicality of Teaching Materials
The trial was carried out after the product was in scientific
literacy-based teaching materials through validation and improvement steps
based on suggestions and comments from expert validators. Trials were carried
out so that the suitability of scientific literacy-based teaching materials
that had been created could be known. The trial was carried out with 31
students as respondents. Trials were carried out to determine the effectiveness
and practicality of teaching materials based on scientific literacy, and data
were taken together with the distribution of student questionnaires as
respondents. Student responses can be seen in Table 8.
Table 8. The Practicality of Teaching Materials
|
Aspect Evaluation
|
Score
|
Standard
|
|
convenience use
|
70,39
|
Practical
|
|
Benefit
|
71,67
|
Practical
|
|
effectiveness
|
70,16
|
Practical
|
According to
previous research, teaching materials that have been developed can be used by students with
a total score of 70.85% in the experimental group (ULFA, 2018). This shows that the teaching
materials that have been developed make it easier for students to understand
because the language used is simple. The material contained in the teaching
materials is more practical than in textbooks that students often use.
The Effectiveness of Teaching Materials
The teaching materials' effectiveness was measured by giving students 15
multiple-choice questions and two essays. The questions are designed according
to the learning objectives guided by basic competencies. The learning outcomes
of this researcher were measured by taking into account the pretest and
posttest results. The pretest, distributed before learning, began with
scientific literacy-based teaching materials. In contrast, the posttest was
distributed using scientific literacy-based teaching materials after learning.
Student learning outcomes test is obtained by calculating n-gain. The
calculation results can be seen. The standard n-gain results obtained by class
IX D can be seen in Table 9.
Table 9 .
N-gain Calculation Results
|
Lots Participant
|
Mark N-gain
|
Standard N-gain
|
|
31 people
|
0.91
|
Tall
|
Based on the results of the N-gain calculation by obtaining a score of
0.91 with a high standard, it was declared effective based on the evaluation
test.
Based on previous
research, learning is said to be effective if the learning concepts conveyed by
the teacher can be understood by students (Sumarni, 2013). This can be seen after learning by utilizing
teaching materials. The results of learning before and after students use
teaching materials look very different, as shown by the pretest and posttest
scores.
CONCLUSION
The process of research and development
of Teaching Materials based on Scientific Literacy The material for forming
soil and soil components has been carried out and discussed following the
research and development results. As a result, Teaching Materials based on
Scientific Literacy The material for soil formation processes and soil
constituent components is understood as Teaching Materials based on Scientific
Literacy The material for soil formation processes and soil constituent
components obtains a score of 3.70 with an excellent standard. Science
Literacy-based Teaching Materials Materials on soil formation processes and
soil formation processes were also declared practical with a score of 70.85%
based on student response questionnaires, and Teaching materials based on
Scientific Literacy Materials on soil formation processes and soil formation
processes were declared effective with an n-gain score of 0, 91 with high
standards based on evaluation test questions.
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