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IMPROVING SCIENTIFIC LITERACY THROUGH PROJECT-BASED LEARNING

Conference Paper · October 2015

DOI: 10.13140/RG.2.1.1128.4560

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 International Seminar of Science Education 2015
Yogyakarta State University, 31 october 2015

IMPROVING SCIENTIFIC LITERACY THROUGH

PROJECT-BASED LEARNING

Jaka Afriana 1)*, Ismail 2), Abdul Aziz Rahman 3)

1
SMPN 6 Sambas, Kalimantan Barat, Indonesia; 2SMPN 2 Betara, Jambi, Indonesia;
3
SMPN 2 Kadudampit, Jawa Barat, Indonesia
* E-Mail: [email protected]

Abstract
Meaningfulness in science learning obtained by students through scientific literacy
that are useful in solving problems in their life. This study aims to determine the
increase science literacy and student responses to the project-based learning. The
resulting project students in the form of a miniature greenhouse in the investigation
of events greenhouse effect. Quasi-experimental method used in this study using the
matching-only pretest-posttest control group design. Experimental class treatment
given project-based learning, while grade control using scientific approach. Science
literacy assessment using framework PISA (Programme for International Student
Assessment) by TIMSS (Trends in International Mathematics and Science Study)
developed by researchers through scientific literacy expert lecturers
judgment.Increased literacy student experiment class and control class seen from the
difference between pretest-posttest and normalized (N-gain). N-gain control
experiment class and first tested for normality, of a statistical test using SPSS 16 is
obtained data is not normal so followed by non-parametric statistics. Mann Whitney
test was obtained from the P-value (two-tailed) 0.037, obtained P-value/2 < α
(0.0158 < 0.05). It can be concluded that the scientific literacy experiment class with
a miniature greenhouse project was significantly different than the control class. The
response of students to project-based learning, among others: students enjoy learning
science, students interested in learning project-based learning, and the seriousness of
the students in the study greenhouse effect. Research can be continued using a
virtual lab or linking technology in learning. Project-based learning can be
integrated using the approach of Science, Technology, Engineering, and
Mathematics (STEM) in the learning of science.

Keywords: scientific literacy, project-based learning

INTRODUCTION
The essence of learning science is not just to remember and understand the concept
discovered by scientists. Moreover, learning science provide direct and meaningful learning
experience that can be applied in everyday life. Meaningfulness in learning science can be
obtained through the scientific literacy of students that are useful in solving problems in life.
Scientific literacy in PISA (Programme for International Student Assessment) is "the ability to
engage with science-related issues, and with the ideas of science, as a reflective citizen"
(OECD, 2013).
Characteristics of scientific literacy has four interrelated aspects, namely: (1) context:
recognising life situations involving science and technology; (2) knowledge: understanding the
natural world on the basis of scientific knowledge that includes both knowledge of the natural
world, and knowledge about science itself; (3) competencies: scientific demonstrating
competencies that include identifying scientific issues, explaining phenomena scientifically, and

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using scientific evidence; (4) attitudes: Indicating an interest in science, support for scientific
inquiry, and motivation to act responsibly towards, for example, natural resources and
environments (OECD, 2013).
The ability of students to use knowledge and understanding of science as a basis for
making decisions in life can not be separated from the learning process in the classroom. The
learning process that supports science literacy accommodated in the learning model used.
Learning science on 2013 national curriculum has provided guidance in the selection of
appropriate learning model with a scientific approach. Learning model may include: project-
based learning (PjBL), problem-based learning (PBL), or discovery learning. Selection of
learning models submitted to the teacher to adapt to the characteristics of teaching materials.
Project-based learning is a model student-centered learning and provide meaningful learning
experiences for students. Student learning experience and builds upon the concept of products
produced in the process of project-based learning.
Project-based learning is a learning model that uses matter as a first step in collecting
and integrating new knowledge based on experience in the activity significantly. Through the
PjBL, the process begins with the inquiry raises questions guide (a guiding question) and
guiding students in a collaborative project that integrates a wide range of subject in the
curriculum. PjBL is an in-depth investigation of a topic that is valuable to the real world
attention and effort students (Kemdikbud, 2014).
Johnson & Lamb (2007) states that: project based learning focuses on creating a product
or an artifact by using problem-based and inquiry-based learning Depending on the depth of the
driving question. There is a link between problem-based learning (PBL) and inquiry-based
learning (IBL) in PjBL. PBL focuses on real-world problem solving, and inquiry learning
focuses on problem-solving skills, while the PjBL focused on creating a product or project in
the build concept.
Implementation of project-based learning in learning the science of research results can
improve the cognitive learning (Baran & Maskan, 2010), forming attitudes and behavior care
about the environment (Kilinc, 2010; Tseng, et al, 2013), science process skills (Özer & Ozkan,
2012), and effective learning (Cook, et al, 2012; Movahedzadeh, et al, 2012). Project-based
learning is more appropriate in interdisciplinary learning because it naturally involves many
different academic skills, such as reading, writing, and mathematics and fit in building
conceptual understanding through the assimilation of different subjects (Capraro, et al, 2013).
Global warming is a major topic of the causes of global climate change caused by
increasing concentrations of greenhouse gases in the atmosphere. The greenhouse effect is the
greatest contribution to air pollution. Events of the greenhouse effect caused by human activity
itself including the burning of fossil fuels and deforestation which results in increased
concentrations of greenhouse gases in the atmosphere. Greenhouse gases trap heat energy that
the earth's temperature to rise rapidly. Scientists predict that the complex ecosystems that have
developed and diversified over tens of millions of years can not be maintained (Hewitt, et al.,
2013). Awareness of the importance of preserving the environment needs to be imparted to the
students early as a preventive measure in the face of environmental issues that occur. Therefore,
a miniature greenhouse project is expected to improve the scientific literacy of students.
Project-based learning taught by showing examples of tools or media to be used as a
reference in the manufacture of a project by the students themselves. Furthermore, students
design the project tools or media in the group, conduct investigations, make observations tables
and presents it in the form of graphs, and draw conclusions based on the data.
Based on the background described, it can be arranged two research questions as
follows: (1). what is the current increase scientific literacy of students through project-based
learning, and (2). how the students' responses to project-based learning.

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 International Seminar of Science Education 2015
Yogyakarta State University, 31 october 2015

RESEARCH METHOD
This study used a quasi-experimental (Sugiyono, 2013) with the design of the
Matching-Only pretest-posttest control group design (Sukamdinata 2010; Fraenkel, et al, 2011).
Matching class in this study assumed that the class has the same characteristics (not
significantly different). Subject taken as much as two classes were selected by purposive
sampling technique (Fraenkel, et al, 2011; Sugiyono, 2013) in SMP IT Adzkia Sukabumi, West
Java. Selection of experimental class and control class based on the advice of the teachers in the
study with reference to the ability of the students.
Experiments done by providing learning with PBL model of the experimental class and
learning by using the usual lesson of teachers in schools with a scientific approach to the control
class. The second class are given a pretest and posttest are expected to measure the scientific
literacy of students in the second grade before and after learning gets greenhouse effect. Design
studies conducted as shown in Table 1 below.

Table 1. The Matching-Only Pretest-Posttest Control Group Design

Matching Class Pretes Treatment Posttest
Eksperimen O X O
Kontrol O C O
Description:
O : pretest-posttest
X : treatment through PjBL
C : regular learning done in school (scientific approach)

Based on the table it can be seen that the problem given the pretest and posttest is about
the same. Science literacy assessment framework using PISA (Programme for International
Student Assessment) by TIMSS (Trends in International Mathematics and Science Study)
developed by Researchers through scientific literacy expert judgment. Matter of scientific
literacy are 25 questions with multiple choice form developed by the researchers chose TIMSS
last three years of 2003, 2007 and 2011. Before being used in research, scientific literacy matter
tested prior to class IX as many as 30 students. The trial results were analyzed using the
program about literacy Anates version 4.0.9 obtained validity xy correlation coefficient 0.62
(high category) and reliability 0.77 with high interpretation (Arikunto, 2012).
Student response data is processed, analyzed, and performed statistical calculations to
determine the increase scientific literacy of students. While the student response data is
converted in the form of scores of each statement for the whole student responses are averaged
and expressed as a percentage achievement.

RESULT AND DISCUSSION

Accessible scientific literacy students with literacy problems develop appropriate
framework PISA (Programme for International Student Assessment) by TIMSS (Trends in
International Mathematics and Science Study). Two classes used in this study, the experimental
class and control class. Experimental class treatment given project-based learning, while grade
control using the usual lesson of teachers in schools with a scientific approach.
Scientific literacy assessment developed using framework PISA (Programme for
International Student Assessment) by TIMSS (Trends in International Mathematics and Science
Study). Two classes used in this study, the experimental class and control class. Experimental
class treatment given project-based learning, while grade control using the usual lesson of
teachers in schools with a scientific approach.

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Jaka Afriana et al. / Improving Scientific Literacy

Increased scientific literacy experimental class and control class seen from the
difference between pretest posttest and normalized (N-gain). N-gain (Hake, 1998) experimental
class and control beforehand tested for normality, of a statistical test using SPSS 16 is obtained
data is not normal so followed by non-parametric statistics (Mann Whitney) with a value of α =
0.05. Statistical results are presented in the following table.

Table 2 Test Results Statistics

Class N-gain P-value (K- S) Conclusion
Eksperiment 0.194 0.200 Normal
Control 0.050 0.000 Is not Normal

Mann Whitney test was obtained from the P-value (two-tailed) 0.037, compared to the
value of α = 0.05 to P-value / 2 <α (0.0158 <0.05). It can be concluded that the scientific
literacy class students experiment with a miniature greenhouse project was significantly
different than the control class. Similar results were also obtained from the study Baran &
Maskan (2010), the students Whom the project-based learning approach was applied to were
more successful when students Whom Compared with the traditional method was applied to.
Through project-based learning, students can develop the skills they need for the 21st century
competitive world, such as technology skills, proficient communication and problem solving
(Bell, 2010).
Based on indicators of scientific literacy in the aspect of knowledge greenhouse effect
associated with aspects of the environmental context, indicators of competence which is used as
a reference in the development of about scientific literacy, namely: identifying scientific issues
(9 questions), explaining phenomena scientifically (9 questions), and using scientific evidence
(7 questions). Achievements obtained scientific literacy of students in the learning project-based
learning are presented in the following graph.

using scientific evidence 51.43

explaining phenomena scientifically 45.56

identifying scientific issues 50.00

42.00 44.00 46.00 48.00 50.00 52.00

Figure 1 Graphics Competence Enhancement of Science Students

Based on the graph, an increase in the average achievement of students' science literacy
on indicators identifying scientific issues (50.00%), explaining phenomena scientifically
(45.56%), and using scientific evidence (51.43%). Positive increase scientific literacy of
students to answer the question pretest posttest wrong to be right. These results indicate that the
application of PjBL on the theme of the greenhouse effect is still not maximally increase the
scientific literacy of students. Students are still not accustomed to solve the problems in the
form of discourse/literacy problems. But overall, the increase in scientific literacy experimental
class better than the control class.
The response of students to the project-based learning miniature greenhouse is divided
into three indicators. Based indicators suggest a sense of excitement to science: students feel
happy when learning to use a miniature greenhouse (85%), through a miniature greenhouse

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 International Seminar of Science Education 2015
Yogyakarta State University, 31 october 2015

pupils more aware of the importance of protecting the environment (91.25%), and learning to
use a miniature greenhouse needs to be applied at school ( 87.50%). Indicators show interest in
PjBL: students are motivated to understand the theme of the greenhouse effect (82.50%),
studying with miniature greenhouses can help learn the concept (86.25%), and learning by
means of miniature greenhouses can shape the attitudes Creative (93.75%). Indicator shows the
seriousness studying environmental themes: learning by means of miniature greenhouses can be
used as containers to understand the concept of a more simple and practical (83.75%), more
students understand the material greenhouse effect by learning using practical tools (87.50%),
students able to work together in groups to carry out investigations (88.75%), and the students
really enjoy togetherness and cooperation within the group (88.75%). The response to the
project-based learning students are presented in the following graph.

enjoying 87.92

interest 87.50

seriousness 87.19

86.8 87 87.2 87.4 87.6 87.8 88

Figure 2. Graph Responses Students Towards Project-based Learning

The response of students to project-based learning, among others: students enjoy

learning science (87.92%), students interested in learning project-based learning (87.50%), and
the seriousness of the students in the study greenhouse effect (87.19 %).

CONCLUSION AND SUGGESTION

The conclusion of this study, that the scientific literacy class students experiment with a
miniature greenhouse project was significantly different than the control class. The response of
students to project-based learning, among others: students enjoy learning science, students
interested in learning project-based learning, and the seriousness the students in the study
greenhouse effect.
Research can be continued using a virtual lab or linking technology in learning. Project
based learning can be integrated using the approach of Science, Technology, Engineering, and
Mathematics (STEM) in the learning of science.

ACKNOWLEDGMENT
Our thanks to SEAMEO Regional Centre for QITEP in Science, which has funded this
research through the Research Grants program in 2015. Also the expert judgments scientific
literacy, Prof. Dr. Hj. Anna Permanasari, M.Si thank you for guidance and direction given.

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