Student worksheets with virtual laboratory to train science literacy in acid-base learning
DOI:
10.29303/jpm.v18i4.5155Published:
2023-07-30Issue:
Vol. 18 No. 4 (2023): July 2023Keywords:
Student Worksheet, Virtual Laboratory, Science Literacy, Student Worksheets FeasibilityArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aimed to obtain Student Worksheets suitable for training students' scientific literacy. This research includes research and development. The research procedure carried out to develop this teaching material refers to the steps of the ADDIE model but is only carried out until the development stage and limited trials are carried out. The problem was carried out in one class that was randomly selected. Feasibility was tested based on validity, practicality, and effectiveness. An expert validator carries out the validity, and a score is determined using the mode. Validity results obtained a score of 4 with a very valid category on student worksheets 1 and 2. The results of the practicality analysis were viewed from the effects of student responses and observations of student activities. A practicality percentage of 90%-100% was obtained in the very practical category, then the results of observations of students' activities with relevant activities at meeting 1 amounted to 97.04%, and at meeting two amounted to 98.03%. From the two activity percentages, the relevant activity percentage obtained ≥ 61%, so it can be said that student worksheets are very practical. The results of the analysis of the effectiveness of student worksheets were measured based on the results of scientific literacy ability scores, which were analyzed using the t-test and obtained a significance value of 0.000 so that the developed student worksheets were said to be effective. Based on the results of the validation, practicality, and effectiveness analysis, it was found that the student worksheet with a virtual laboratory to train scientific literacy that was developed was feasible to use.
References
Rahayu, S. (2017, October). Mengoptimalkan aspek literasi dalam pembelajaran kimia abad 21. In Prosiding Seminar Nasional Kimia UNY (Vol. 21, No. 4, pp. 183-188).
Subiantoro, A. W., Treagust, D., & Tang, K. S. (2021). Indonesian Biology Teachers’ Perceptions about Socio-Scientific Issue-Based Biology Instruction. Asia-Pacific Science Education, 7(2), 452-476.
Bond, D. (1989). In pursuit of chemical literacy: A place for chemical reactions. Journal of Chemical Education, 66(2), 157.
DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(6), 582-601.
Pisa, O. E. C. D. (2016). results (Volume I): Excellence and equity in education. PISA, OECD Publishing.
Ni’mah, M., Aprianto, N. H., & Hidayah, R. (2017). Kepraktisan dan keefektifan LKPD berbasis problem based learning untuk melatihkan kemampuan literasi sains pada materi asam basa. Jurnal Pendidikan Kimia, 9(3).
Toharudin, U., Hendrawati, S., & Rustaman, A. (2011). Membangun literasi sains peserta didik. Bandung: humaniora, 1.
Munirah, M. (2014). Upaya Peningkatan Mutu Hasil Belajar Melalui Media Pembelajaran. AULADUNA: Jurnal Pendidikan Dasar Islam, 1(1), 80-88.
Ulandari, A., & Mitarlis, M. (2021). Lembar Kerja Peserta Didik (LKPD) Berwawasan Green Chemistry Untuk Meningkatkan Kemampuan Literasi Sains Pada Materi Asam Basa. Jurnal Inovasi Pendidikan Kimia, 15(1), 2764-2777.
Lutf, A., Aftinia, F., & Permani, B. E. (2023). Gamification: Game as a medium for learning chemistry to motivate and increase retention of student learning outcomes. JOTSE, 13(1), 193-207.
Nurisa, I., dan Sulistyo, I., (2019) Measuring Student Chemistry Literacy Ability of Acid and Base Concepts. International Journal of Advanced Research, Vol 5, Hal 850-856.
Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). New York: Springer.
Lutfi, A. (2021). Research and Development (R&D): Implikasi dalam Pendidikan Kimia. Surabaya: Jurusan Kimia FMIPA Universitas Negeri Surabaya.
Riduwan, M. B. A. (2015). Dasar-dasar statistika. Bandung: Alfabeta.
Putri, R. D. (2020). Perbandingan kekuatan uji metode kolmogorov-smirnov, anderson-darling, dan shapiro-wilk untuk menguji normalitas data. Program Studi Matematika Fakultas Saintek, Universitas Santa Dharma Yogyakarta.
Shofawati, A., Widodo, W., & Sari, D. A. P. (2023). The use of multimedia interactive to improve students science literacy in the new normal era. Jurnal Pijar Mipa, 18(1), 65-71.
Wijayanti, A., & Ernawati, T. (2021). Bagaimana Menerapkan Life Skills dan Ngerti, Ngrasa, Nglakoni Pada Worksheet Digital Berbasis Integrated-Science. Jurnal Pijar Mipa, 16(1), 1-7.
Rahmawati, R., & Haryani, S. (2014). Penerapan praktikum berbasis inkuiri untuk meningkatkan keterampilan proses sains siswa. Jurnal Inovasi Pendidikan Kimia, 8(2).
Masithah, I., Jufri, A. W., & Ramdani, A. (2022). Bahan Ajar IPA Berbasis Inkuiri Untuk Meningkatkan Literasi Sains. Journal of Classroom Action Research, 4(2), 138-144.
Kaukaba, S. Q. (2022). Lembar Kerja Peserta Didik (LKPD) Berbantuan Aplikasi PhET Pada Materi Asam Basa Untuk Meningkatkan Motivasi Belajar Peserta Didik. UNESA Journal of Chemical Education, 11(2), 143-157.
Sholihah, F. R., & MITARLIS, M. (2020). Pengembangan Lembar Kegiatan Peserta Didik (LKPD) Berorientasi Literasi Sains Pada Materi Hidrolisis Garam Kelas XI SMA. Unesa Journal of Chemical Education, 9(1), 21-25.
Nabilah, W., Sudibyo, E., & Aulia, E. V. (2022). Foster student's science literacy skills on environmental pollution topics through the etnoscience approach. Jurnal Pijar Mipa, 17(3), 387-393.
Shofawati, A., Widodo, W., & Sari, D. A. P. (2023). The use of multimedia interactive to improve students science literacy in the new normal era. Jurnal Pijar Mipa, 18(1), 65-71.
Author Biographies
Yulisa Dwi Anggraeni, Department of Chemistry Education, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya
Achmad Lutfi, Department of Chemistry Education, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya
License
Copyright (c) 2023 Yulisa Dwi Anggraeni, Achmad Lutfi
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
