Development of Scientific Literacy-Based Instructional Material on The Beach Theme
3.3. Develop
Develop stage aims to modify the draft of developed textbook. The initial step in
96 improving the draft of developed textbook before being implemented to students. The draft of textbook was validated by 5 experts consisting of 3 lecturers (1 Chemistry, 1 Physics, 1 Biology) and 2 Junior High School science teachers. The validation instrument sheet consists of 34 descriptors
representation & linguistic, encouraging thinking skills & curiosity, suitability of student characteristics, and integration. The results of expert validation on scientific literacy-based textbook on the beach theme are presented in the Fig. 3.2.
Fig. 3.2 (a) Suitability of Curriculum Indicator; (b) Accuracy & Update Material Indicator; (c) Mode of Representation & Linguistic Indicator; (d) Encouraging Thinking Skills & Curiosity
Indicator; (e) Suitability of Student Characteristics Indicator; (f) Integration Indicator The results of validation textbook on
the Suitability of Curriculum Indicator are shown in Fig.3.2 chart (a). The average
score given by the five validators was 3.2. If the maximum score is 4, then the percentage obtained was 80% in very suitable category.
Proceeding of International Conference: Primary Education Pivotal Literature and Research UNNES 2018 ISBN 978-602-0747-08-8
97 The results revealed that the formulated learning objectives were in accordance with the basic competencies based on science education curriculum of Indonesia. In addition, the formulated scientific literacy aspects were also very suitable with the learning objectives. Descriptor 4 in curriculum suitability indicator, an assessment of suitability between evaluation and learning objectives, obtained the least value among other descriptors. Some validators gave suggestions for adjusting the practice questions (feature KELAPA) with learning objectives on the instructional material. Thereafter it was corrected before being tried out to students based on suggestions given by experts.
Figure 3.2 chart (b) shows descriptors 9 and 10 getting the highest average score on the Accuracy & Update Material Indicator.
Descriptor 9 is an assessment of the authenticity and sophistication of content, while descriptor 10 is about integration between concepts with the environmental components and social issues. Descriptor 6 is about misconception getting the lowest score on this indicator. Some validators suggested to review the presented concepts in the textbooks in order to revise misconceptions. These suggestions were received and improved the textbook immediately. Overall, the validation of textbook based on Accuracy & Update Material Indicator resulted the average score 3.3 and the percentage of 82.5% in very suitable category.
Validation in Mode of Representation
& Linguistic Indicator produced an average score of 3.57 and the percentage of 89.2% in very suitable category. Figure 3.2 chart (c) shows a relatively high average score on this indicator. The results revealed that the presented concepts in textbooks are
represented very well using various modes of representation, both verbally and visually.
In addition, international symbols and units are also displayed consistently and precisely.
In terms of linguistic, the developed textbook has the proper scientific language, interesting exposure styles, and quite easily understood language by students.
Figure 3.2 chart (d) shows very good validation results on the Encouraging Thinking Skills & Curiosity Indicator. The descriptors of this indicator aim to explore whether textbook is able to develop students’ critical thinking, problem solving and curiosity. The average score was 3.31 and the percentage of 82.9% in very suitable category. The results revealed that the presented material on the textbook is able to develop students' scientific literacy skills because it provides the questions to encourage students' curiosity. Moreover, the description on the textbook presented the phenomena in daily life.
Figure 3.2 charts (e) and (f) show validation results on Suitability of Student Characteristics and Integration Indicators.
The average score of Suitability of Student Characteristics Indicator is 3.43 with a percentage of 85.7% in very suitable category. The results revealed that the developed textbook is in accordance with the student characteristics, in terms of the cognitive development of seventh grade junior high school students. Meanwhile, the average score of Integrated Indicator is 3.65 with a percentage of 91.3% in very suitable category. The results revealed that beach theme is very suitable to accommodate Chemistry, Physics and Biology related concepts. Overall, the validation results of scientific literacy-based textbook on the beach theme are shown in Figure 3.3.
98
Fig. 3.3 Recapitulation of Validation Results Figure 3.3 shows that scientific literacy-
based instructional material on the beach theme is very suitable for use in science learning. Overall, instructional material fulfills all the quality of instructional material indicators with the average percentage of 85.3% in very suitable or feasible category. Thus, scientific literacy- based instructional material on the beach theme is very feasible to be tested on junior high school students by considering the suggestions given by experts.
CONCLUSION
Based on the results, the developed draft of scientific literacy-based instructional material on the beach theme fulfills all the quality of instructional material indicators. It meets 80% of Suitability of Curriculum Indicator, 82.5% of Accuracy & Update Material Indicator, 89.2% of Mode of Representation & Linguistic Indicator, 82.9% of Encouraging Thinking Skills &
Curiosity Indicator, 85.7% of Suitability of Student Characteristics Indicator, and 91.3%
of Integration Indicator. Thus, it can be concluded that scientific literacy-based instructional material on the beach theme is very feasible with the percentage of 85.3%
to be used by students in learning science.
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Ninah Hasanah, M.Pd.
Indonesian Institute of Education (IPI) Garut Bandung, Indonesia
Email: [email protected] Abstract
Education is a conscious effort carried out to create changes in individual learners. These changes are in the form of developing knowledge that has an impact on behavior change in a better direction, namely printing quality human resources from aspects of attitudes related to the character of character. Building character requires a process because the character is not born from birth
The current reality of life is the crisis of national character and individuals in particular. The nation's character crisis is not caused by economic overload or lack. However, it was caused by an invasion of globalization and a lifestyle that eroded moral and religious, social and cultural values in the individuals of Indonesian society who were at odds with the values of the character of the Indonesian nation that should have been maintained. Character values whose relationship with God, oneself, others, environment, and nationality are eroded.
Literacy of literature through reading literature is still reluctant to be done by individuals. In fact, in literary works are full of educational values and character. If we have literary literacy skills, it can revitalize the value of individual characters. To revitalize character education can be done through literacy by reading literary works. The moral message of the literary work submitted by the author contains various character values from the storyline he wrote.
Keywords: revitalization, character education, literacy, and literature
INTRODUCTION
Literary work is the result of contemplation by the writer to express ideas or ideas that are poured through a work. The author expresses the idea or idea in a work in the form of literary works in the form of novels, short stories, poems, and dramas based on their own experiences and those of others as well as the imagination of the author. From the stories of characters, character, and behavior in this work there is a moral message that can be used as a reflection of behavior in the face of life.
Revitalizing character education through literary literacy learning at the formal education level can be done from elementary
school to university. The moral message presented in the storyline of literary works can revitalize character education can also educate character education for learners. Literacy culture through reading literary works must be sought so that learners understand and recognize character values from moral messages written by the author.
The current reality of life is the crisis of national character and individuals in particular. The nation's character crisis is not caused by economic overload or lack. However, it was caused by an invasion of globalization and a lifestyle that eroded moral and religious, social and cultural values in Indonesian society
Proceeding of International Conference: Primary Education Pivotal Literature and Research UNNES 2018 ISBN 978-602-0747-08-8
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individuals who were at odds with the values of the Indonesian national character that should have been maintained. Character values whose relationship with God, oneself, others, environment, and nationality are eroded. Thus, it is necessary to revitalize character education which is pursued through literary literacy.
LITERATURE REVIEW