Improving Higher-Order Thinking Skills-based Science Literacy Questions in Science Learning Using Reading to Learn Model
Abstract
Science literacy is important for everyone to have a greater opportunity to adapt in life, especially in terms of mastering reading skills to improve a country's development. The aim of this study was to describe the improvement of science literacy using HOTS questions by applying the R2L model to science learning materials. This research is a quasi-experimental research with one group pretest-posttest design conducted in SMP Negeri 1 Mandrehe Utara. The results of this study showed that there was an increase from the average score of 68.48 (sufficient category) to 83.75 (very good category) and obtained an N-Gain value of 0.42 on moderate criteria. Science competence in explaining phenomena scientifically increased by 16.02, the competence of evaluating and designing scientific investigations increased by 13.54, and the competence of interpreting data and evidence scientifically increased by 16.67 and this competency is the competency that has the highest increase. The application of the R2L model using HOTS questions has given teachers the flexibility to adjust reading materials based on the abilities of students and the situation of science learning so that the improvement of science literacy can be realized.
References
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Damayanti, I. L. (2017). From Storytelling to Story Writing: The Implementation of Reading to Learn (R2l) Pedagogy to Teach English as A Foreign Language in Indonesia. Indonesian Journal of Applied Linguistics, 6(2), 232. https://doi.org/10.17509/ijal.v6i2.4870
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Ding, C. (2022). Examining the context of better science literacy outcomes among U.S. schools using visual analytics: A machine learning approach. International Journal of Educational Research Open, 3, 100191. https://doi.org/10.1016/j.ijedro.2022.100191
Fariyani, Q., & Kusuma, H. H. (2021). Development of Test Instruments to Analyze Higher-Order Thinking Skills Through Science-Based Literacy Learning. JIPF (Jurnal Ilmu Pendidikan Fisika), 6(1), 76. https://doi.org/10.26737/jipf.v6i1.1886
Fortus, D., Lin, J., Neumann, K., & Sadler, T. D. (2022). The role of affect in science literacy for all. International Journal of Science Education, 44(4), 535–555. https://doi.org/10.1080/09500693.2022.2036384
Gunadi, G., Haryono, H., & Purwanti, E. (2022). The Analysis of 21st Century Learning Implementation and Competency Achievement of Junior High School Students in 3T Regions. Innovative Journal of Curriculum and Educational Technology, 11(1), 10–18. https://doi.org/10.15294/ijcet.v11i1.44847
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Kotsis, K. T. (2024). Significance of Experiments in Inquiry-based Science Teaching. European Journal of Education and Pedagogy, 5(2), 86–92. https://doi.org/10.24018/ejedu.2024.5.2.815
Laslo, E., & Baram-Tsabari, A. (2021). Expressions of science literacy in online public discussions of animal experimentation. International Journal of Science Education, Part B, 11(1), 55–74. https://doi.org/10.1080/21548455.2020.1871103
Lawless, K. A., Brown, S. W., Rhoads, C., Lynn, L., Newton, S. D., Brodowiksa, K., Oren, J., Riel, J., Song, S., & Wang, M. (2018). Promoting students’ science literacy skills through a simulation of international negotiations: The GlobalEd 2 Project. Computers in Human Behavior, 78, 389–396. https://doi.org/10.1016/j.chb.2017.08.027
Lestari, E. P., Wasis, W., & Purnomo, T. (2022). Science Learning Materials in Integrated PBL Scientific Literacy Model to Improve Problem Solving Ability of Junior High School Students. IJORER : International Journal of Recent Educational Research, 3(4), 464–477. https://doi.org/10.46245/ijorer.v3i4.230
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Meyer, M. W., & Norman, D. (2020). Changing Design Education for the 21st Century. She Ji: The Journal of Design, Economics, and Innovation, 6(1), 13–49. https://doi.org/10.1016/j.sheji.2019.12.002
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., Lonigan, C. J., Phillips, B. M., Schatschneider, C., Steacy, L. M., Terry, N. P., & Wagner, R. K. (2020). How the Science of Reading Informs 21st‐Century Education. Reading Research Quarterly, 55(S1). https://doi.org/10.1002/rrq.352
Purnawati, R. (2024). Developing Students’ Scientific Literacy By Incorporating Local Terms and Sociocultural Phenomena Into Science Teaching-Learning Process. PROJECT: Professional Journal of English Education, 7(2), 433–448. http://journal.ikipsiliwangi.ac.id/index.php/project/article/view/21813%0Ahttps://journal.ikipsiliwangi.ac.id/index.php/project/article/download/21813/6379
Putranta, H., & Supahar, S. (2019). Synthesis of the Cognitive Aspects’ Science Literacy and Higher Order Thinking Skills (HOTS) in Chapter Momentum and Impulse. Journal of Physics: Conference Series, 1397(1). https://doi.org/10.1088/1742-6596/1397/1/012014
Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2024). Inquiry-based science education in science teacher education: a systematic review. Studies in Science Education, 60(2), 191–249. https://doi.org/10.1080/03057267.2023.2207148
Takko, M., Jamaluddin, R., Kadir, S. A., Ismail, N., Abdullah, A., & Khamis, A. (2020). Enhancing higher-order thinking skills among home science students: The effect of cooperative learning Student Teams-Achievement Divisions (STAD) module. International Journal of Learning, Teaching and Educational Research, 19(7), 204–224. https://doi.org/10.26803/IJLTER.19.7.12
Telaumbanua, K. E., Gea, S., Gea, W. P., & Harefa, E. (2023). Analysis of the Implementation of Technological Pedagogical Content Knowledge (TPACK) Framework in Lesson Plan. Proceeding of International Conference on Education, 1–7.
Virtič, M. P. (2022). Teaching science and technology: components of scientific literacy and insight into the steps of research. International Journal of Science Education, 44(12), 1916–1931. https://doi.org/10.1080/09500693.2022.2105414
Wang, X., Zhang, B. H., & Yan, Z. (2024). A Comparative Study on the Roles of Science Teachers. Science Education International, 35(2), 173–179. https://doi.org/10.33828/sei.v35.i2.11
Widyaningrum, D., Utaminingsih, S., & Santoso. (2021). HOTS - based scientific learning to increase the comprehension concept and science students skill. Journal of Physics: Conference Series, 1823(1), 012092. https://doi.org/10.1088/1742-6596/1823/1/012092
Yin, Y., & Samat, N. A. (2023). Insights into Chinese College English Undergraduates’ Higher Order Thinking Skills. Arab World English Journal, 14(3), 389–405. https://doi.org/10.24093/awej/vol14no3.25
Arifiyyati, M. F., Rofiah, N. L., & Listyono, L. (2023). Correlation between scientific literacy with higher order thinking skills and self-efficacy in biology learning. Jurnal Biolokus, 5(2), 166. https://doi.org/10.30821/biolokus.v5i2.1633
Costa, A., Loureiro, M., & Ferreira, M. E. (2021). Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century. Revista Colombiana de Educación, 1(81). https://doi.org/10.17227/rce.num81-10293
Creswell, J. W. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Editio). SAGE Publications, Inc.
Damayanti, I. L. (2017). From Storytelling to Story Writing: The Implementation of Reading to Learn (R2l) Pedagogy to Teach English as A Foreign Language in Indonesia. Indonesian Journal of Applied Linguistics, 6(2), 232. https://doi.org/10.17509/ijal.v6i2.4870
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47, 101229. https://doi.org/10.1016/j.tsc.2022.101229
Ding, C. (2022). Examining the context of better science literacy outcomes among U.S. schools using visual analytics: A machine learning approach. International Journal of Educational Research Open, 3, 100191. https://doi.org/10.1016/j.ijedro.2022.100191
Fariyani, Q., & Kusuma, H. H. (2021). Development of Test Instruments to Analyze Higher-Order Thinking Skills Through Science-Based Literacy Learning. JIPF (Jurnal Ilmu Pendidikan Fisika), 6(1), 76. https://doi.org/10.26737/jipf.v6i1.1886
Fortus, D., Lin, J., Neumann, K., & Sadler, T. D. (2022). The role of affect in science literacy for all. International Journal of Science Education, 44(4), 535–555. https://doi.org/10.1080/09500693.2022.2036384
Gunadi, G., Haryono, H., & Purwanti, E. (2022). The Analysis of 21st Century Learning Implementation and Competency Achievement of Junior High School Students in 3T Regions. Innovative Journal of Curriculum and Educational Technology, 11(1), 10–18. https://doi.org/10.15294/ijcet.v11i1.44847
Hamilton, L. G., & Hayiou‐Thomas, M. E. (2022). The Foundations of Literacy. In The Science of Reading (pp. 125–147). Wiley. https://doi.org/10.1002/9781119705116.ch6
Harefa, E. (2023). Implementation of Scientific Inquiry Approach for Enhancing Scientific Literacy among Elementary Students. IRAONO: Journal of Elementary and Childhood Education, 1(1), 32–38. https://doi.org/https://doi.org/10.56207/iraono.v1i1.13
Harefa, E., & Gulo, H. (2024). Three-Dimensional Science Animation Implementation and Spatial Ability for Science Concept Reconstruction: A Gender-Based Education Study. JPI (Jurnal Pendidikan Indonesia), 13(1), 24–34. https://doi.org/10.23887/jpiundiksha.v13i1.68005
Harefa, E., & Huang, X. (2023). Fostering scientific literacy in university students majoring in elementary education based on mental state. Buana Pendidikan Jurnal Fakultas Keguruan Dan Ilmu Pendidikan, 19(1), 106–114. https://doi.org/10.36456/bp.vol19.no1.a6803
Herlina, E., & Abidin, Z. (2024). Development of interactive e-modules to improve students’ scientific literacy abilities: A literature review. Jurnal Mangifera Edu, 8(2), 74–87. https://doi.org/10.31943/mangiferaedu.v8i2.181
Husein, R., Restu, R., Sembiring, M., Wulandari, S., Andary, S., & Rahman, M. A. (2022). Reading to Learn (R2L) Model to Activate Students on Reconstruction Short Story. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 5(1), 23–32. https://bircu-journal.com/index.php/birle/article/view/3698
Kalkan, Ö. K., Altun, A., & Atar, B. (2020). Role of teacher-related factors and educational resources in science literacy: An international perspective. Studies in Educational Evaluation, 67, 100935. https://doi.org/10.1016/j.stueduc.2020.100935
Kotsis, K. T. (2024). Significance of Experiments in Inquiry-based Science Teaching. European Journal of Education and Pedagogy, 5(2), 86–92. https://doi.org/10.24018/ejedu.2024.5.2.815
Laslo, E., & Baram-Tsabari, A. (2021). Expressions of science literacy in online public discussions of animal experimentation. International Journal of Science Education, Part B, 11(1), 55–74. https://doi.org/10.1080/21548455.2020.1871103
Lawless, K. A., Brown, S. W., Rhoads, C., Lynn, L., Newton, S. D., Brodowiksa, K., Oren, J., Riel, J., Song, S., & Wang, M. (2018). Promoting students’ science literacy skills through a simulation of international negotiations: The GlobalEd 2 Project. Computers in Human Behavior, 78, 389–396. https://doi.org/10.1016/j.chb.2017.08.027
Lestari, E. P., Wasis, W., & Purnomo, T. (2022). Science Learning Materials in Integrated PBL Scientific Literacy Model to Improve Problem Solving Ability of Junior High School Students. IJORER : International Journal of Recent Educational Research, 3(4), 464–477. https://doi.org/10.46245/ijorer.v3i4.230
Li, Y., & Guo, M. (2021). Scientific Literacy in Communicating Science and Socio-Scientific Issues: Prospects and Challenges. Frontiers in Psychology, 12, 1–15. https://doi.org/10.3389/fpsyg.2021.758000
Meyer, M. W., & Norman, D. (2020). Changing Design Education for the 21st Century. She Ji: The Journal of Design, Economics, and Innovation, 6(1), 13–49. https://doi.org/10.1016/j.sheji.2019.12.002
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., Lonigan, C. J., Phillips, B. M., Schatschneider, C., Steacy, L. M., Terry, N. P., & Wagner, R. K. (2020). How the Science of Reading Informs 21st‐Century Education. Reading Research Quarterly, 55(S1). https://doi.org/10.1002/rrq.352
Purnawati, R. (2024). Developing Students’ Scientific Literacy By Incorporating Local Terms and Sociocultural Phenomena Into Science Teaching-Learning Process. PROJECT: Professional Journal of English Education, 7(2), 433–448. http://journal.ikipsiliwangi.ac.id/index.php/project/article/view/21813%0Ahttps://journal.ikipsiliwangi.ac.id/index.php/project/article/download/21813/6379
Putranta, H., & Supahar, S. (2019). Synthesis of the Cognitive Aspects’ Science Literacy and Higher Order Thinking Skills (HOTS) in Chapter Momentum and Impulse. Journal of Physics: Conference Series, 1397(1). https://doi.org/10.1088/1742-6596/1397/1/012014
Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2024). Inquiry-based science education in science teacher education: a systematic review. Studies in Science Education, 60(2), 191–249. https://doi.org/10.1080/03057267.2023.2207148
Takko, M., Jamaluddin, R., Kadir, S. A., Ismail, N., Abdullah, A., & Khamis, A. (2020). Enhancing higher-order thinking skills among home science students: The effect of cooperative learning Student Teams-Achievement Divisions (STAD) module. International Journal of Learning, Teaching and Educational Research, 19(7), 204–224. https://doi.org/10.26803/IJLTER.19.7.12
Telaumbanua, K. E., Gea, S., Gea, W. P., & Harefa, E. (2023). Analysis of the Implementation of Technological Pedagogical Content Knowledge (TPACK) Framework in Lesson Plan. Proceeding of International Conference on Education, 1–7.
Virtič, M. P. (2022). Teaching science and technology: components of scientific literacy and insight into the steps of research. International Journal of Science Education, 44(12), 1916–1931. https://doi.org/10.1080/09500693.2022.2105414
Wang, X., Zhang, B. H., & Yan, Z. (2024). A Comparative Study on the Roles of Science Teachers. Science Education International, 35(2), 173–179. https://doi.org/10.33828/sei.v35.i2.11
Widyaningrum, D., Utaminingsih, S., & Santoso. (2021). HOTS - based scientific learning to increase the comprehension concept and science students skill. Journal of Physics: Conference Series, 1823(1), 012092. https://doi.org/10.1088/1742-6596/1823/1/012092
Yin, Y., & Samat, N. A. (2023). Insights into Chinese College English Undergraduates’ Higher Order Thinking Skills. Arab World English Journal, 14(3), 389–405. https://doi.org/10.24093/awej/vol14no3.25
Published
2024-10-12
How to Cite
LAHAGU, Aperius et al.
Improving Higher-Order Thinking Skills-based Science Literacy Questions in Science Learning Using Reading to Learn Model.
BIOEDUKASI, [S.l.], p. 422-428, oct. 2024.
ISSN 2580-0094.
Available at: <https://jurnal.unej.ac.id/index.php/BIOED/article/view/52026>. Date accessed: 21 nov. 2024.
doi: https://doi.org/10.19184/bioedu.v22i3.52026.
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https://orcid.org/0000-0003-1920-0515
