Developing Context-Based Teaching Materials and their Effects on Students' Scientific Literacy Skills
DOI:
https://doi.org/10.47750/pegegog.14.01.25Keywords:
Teaching materials, contextual, scientific literacyAbstract
This study aims at developing context-based teaching materials and examining their effects on the student's scientific literacy skills. This study adopted the developmental research model by Borg & Gall which was modified into four stages, namely needs analysis, model development, model validation, and implementation. The draft of the developed teaching materials was validated by experts and its practicality was tested prior to its implementation in the experimental class. The implementation of the teaching materials to determine its effectiveness on scientific literacy skills applied a quasi-experimental one-shot case study design. Descriptive and inferential statistics with the Anacova test were used. It shows that the context-based teaching materials met the validity and practicality criteria. The results of the analysis of the student's scientific literacy skills in control and experimental classes show a significant difference in ability (p<.01). The implementation of the teaching materials revealed that the context-based teaching material could improve students' scientific literacy skills (p<.01). Furthermore, post hoct analysis shows that the students' scientific literacy skills in interpreting data and evidence scientifically are higher than the other two aspects, namely in evaluating and designing scientific inquiry, as well as in explaining phenomena scientifically.
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