Implementing Writing-to-Learn Strategy in Physics Learning to Improve Science Literacy of XI Grade Senior High School Students on Dynamics Fluid
Niken Resminingpuri (a*), Parlindungan Sinaga (a), David E. Tarigan (a)

a) Departement of Physics Education, Faculty of Mathematics and Natural Sciences, Indonesia University of Education, Jl. Dr. Setiabudhi no. 229, Bandung 40154
*niken.resminingpuri.krisdianti[at]student.upi.edu

Abstract

The objective of this research was to find out the influence of implementing the writing-to-learn strategy in improve the science literacy ability. Writing-to-Learn strategy is learning strategy that used during learning activities be held in the class room and giving structured writing tasks to constructing students- understanding. The method used was quasi-experimental design. Research design used in this research was nonequivalent control group design. The sample of the research was obtained from the research population, grade XI MIA (Mathematics and Natural Sciences) at one of the State Senior High School in Bandung, determined with purposive sampling. The subject of the research was 35 XI grade students. Testing the scientific literacy ability used the multiple-choice format with 5 possible answers with the total of 25 questions that the form has been equivalent to the PISA assessment instruments. The enhancement of the scientific literacy ability was analyzed using N-gain. The result revealed that the enhancement of experimental class =0,39 fell within the medium category. It revealed that the writing-to-learn strategies were improve the scientific literacy ability.

Keywords: writing-to-learn; science literacy, fluid dynamics

Topic: PHYSICS EDUCATION

Link: https://ifory.id/abstract-plain/23uHGnLh4TRU

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