Innovative Learning Model: Improving The Students' Scientific Literacy Of Junior High School

  • Aprido B. Simamora Universitas Negeri Surabaya, Surabaya Indonesia,  Indonesia
  • Wahono Widodo Universitas Negeri Surabaya, Surabaya Indonesia,  Indonesia
  • I Gusti Made Sanjaya Universitas Negeri Surabaya, Surabaya Indonesia,  Indonesia
Keywords: Science literacy ability, BRADeR learning model, Learning Model


In the strict challenges faced by society, a paradigm shift is needed in the education system that can provide a set of 21st century skills needed by students to deal with every aspect of global life. One of them is scientific literacy. Unfortunately, the scientific literacy ability of students in Indonesia is still low. The Inquiry and SETS models have been widely applied to improve students' scientific literacy skills. However, weaknesses are found such as: students still cannot use their content knowledge to explain scientific phenomena perfectly; and the need for more in-depth inquiry activities so that students' abilities in designing and evaluating scientific investigations obtain excellent results. Therefore, innovation was created to develop the BRADeR learning model based on consideration of the strengths and weaknesses of the inquiry model and SETS as well as theoretical and empirical support. This research serves as a preliminary study in the process of developing the BRADeR model to improve students' scientific literacy skills. This study includes a needs analysis and literature review. The results show that innovation can be maintained as a basis for developing a hypothetical model of the BRADeR learning model. The syntax of the BRADeR model includes: brainstorming, reading, analyzing, decision making, and reflection. The hypothetical model of the BRADeR learning model must be tested to meet the aspects of validity, practicality, and effectiveness to improve the scientific literacy skills of junior high school students.

Abstract View: 315 PDF Download: 138
Download data is not yet available.


Anam, K. (2015). Pembelajaran Berbasis Inkuiri: Metode dan Aplikasi. Yogyakarta. Pustaka Belajar.
Angraini, G. (2014). Analisis kemampuan literasi sains siswa SMA kelas X di kota solok. Prosiding mathematics and Science Forum 2014 Jurusan Biologi FPMIPA: Universitas Pendidikan Indonesia.
Arends, R. I. (2012). Learning to Teach. New York: McGraw-Hill Companies. [Penerjemah: Made Frida Yulia] Copyright 2012 by McGraw-Hill Eduation (Asia) and Salemba Empat.
Asyhari, A., & Clara, G. P. (2017). Pengaruh pembelajaran level of inquiry terhadap kemampuan literasi sains siswa. Scientiae Educatia: Jurnal Pendidikan Sains, 6(2), 87-101. https://doi:/10.24235/sc.educatia.v6i2.2000
Basam, F., Rusilowati, A., & Ridlo, S. (2018). Profil kompetensi sains siswa dalam pembelajaran literasi sains berpendekatan inkuiri saintifik. Pancasakti Science Educational Journal, 3(1), 1-8.
Brown, J., C. (2017). A metasynthesis of the complementarity of culturally responsive and inquiry-based science education in k-12 settings: implications for advancing equitable scienceteaching and learning. Journal of Research In Science Teaching, 54(9), 1143–117.
Dahar, R. W. (2011). Teori-teori Belajar dan Pembelajaran. Penerbit Erlangga: Jakarta.
DeBoer, G. E. (2000). Scientific literacy: another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research ini Science Teaching, 36(6), 582-601.<582::AID-TEA5>3.0.CO;2-L
Eggen, Paul & Kauchak, D. (2013). Strategi dan Model Pembelajaran. Mengajarkan Konten dan Keterampilan Berpikir. [Alih Bahasa: Satrio Wahono]. PT. Indeks. Jakarta.
Goodman. (1980). Reading strategies focus on Comprehension. Singapore: B&J Enterpries PTE. Ltd.
Hasanah, I., Saptasari, M., & Wulandari, N. (2017). Pengembangan instrumen penilaian kemampuan literasi sains siswa kelas xi materi sistem ekskresi dan koordinasi di SMAN 9 malang. Jurnal Pendidikan Biologi, 8(2), 52-56.
Holbrook, J., & Rannikmae, M. (2009). The meaning of scientific literacy. International Journal of Environmental & Science Education, 4(3), 275-288.
Huann, S. L., Zuway, R. H., & Tai, C., H. (2012). The role of emotional factors in building public scientific literacy and engagement with science. International Journal of Science Education, 34(1), 25-42.
Irmita, L. U. (2017). Pengembangan perangkat pembelajaran menggunakan model pembelajaran sets untuk meningkatkan literasi sains. Jurnal Pendidikan Kimia, 2(1), 32-39.
Jossey, B. (1998). Brainstorming. The Pfeiffer Library, 26 (2nd ed) 1 – 5
Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Tecnology, 3(1), 138-147.
McConney, A. (2014). Inquiry, engagement, and literacy in science: a retrospective, cross-national analysis using PISA 2006. Science Education Journal, 98 (6), 963 – 980.
Moreno, R. (2010). Educational Psychology. USA: John Wiley & Sons, Inc.
Muhajir, S., & Rohaeti, E. (2015). Perbedaan penerapan model pembelajaran sets dan ctl terhadap literasi sains dan prestasi belajar ipa. Jurnal Pendidikan Matematika Dan Sains, 3(2), 143–155.
Nur, M. (2018). Modul Keterampilan-keterampilan Proses Sains. [Saduran dari dari Inquiry Skills Activity Books: Prentice Hall, Inc. Upper Saddle River: New Jersey]. Pusat Sains dan Matematika Sekolah. Surabaya. UNESA Press.
Odegaard, M., Haug, B., Mork, S., & Sorvik, G. O. (2015). Building science and literacy. a classroom video study of the challenges and support in an integrated inquiry and literacy teaching model. Procedia-Social and Behavioral Science, 167, 274-278.
OECD. (2013). PISA 2012. Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. OECD Publishing.
OECD. (2016). PISA 2015 Results: What Students Know and Can Do – Student Performance in Reading, Mathematics and Science (Volume I),
OECD. (2017). PISA For Development Assessment and Analitical Framework: Reading, Mathematics and Science.
Ong, A. C., & Borich, G. D. (2006). Teaching Strategies That Promote Thinking: Models And Curriculum Approaches. Singapore: McGraw-Hill.
Poedjiadi, A. (2010). Sains Teknologi Masyarakat (Model Pembelajaran Kontekstual Bermuatan Nilai). Bandung. PT. Remaja Rosdakarya.
Putra, M. I. S., Widodo, W., & Jatmiko, B. (2016). The development of guided inquiry science learning materials to improve science literacy skill of prospective mi teachers. Jurnal Pendidikan IPA Indonesia, 5(1), 83-93.
Rahayu, Sri. (2014). Menuju Masyarakat Berliterasi Sains: Harapan dan Tantangan Kurikulum 2013.
Rakhmawan, A., Setiabudi, A., & Mudzakir, A. (2015). Perancangan pembelajaran literasi sains berbasis inkuiri pada kegiatan laboratorium. Jurnal Penelitian dan Pembelajaran IPA (JPII), 1(1), 142-152.
Retno, S. R., & Marlina, D. (2018). Implementasi sets (science, environtment, tecnology, social) terhadap literasi sains siswa sd mojorejo madiun. Jurnal Ilmiah Kependidikan, 9(1), 33-39.
Ristina, H., Linuwih, S., & Nuswowati, M. (2018). Sets learning efficacy to improve students science literacy skills. Journal of Inovative Science Education, 7(2), 427-433. DOI:10.15294/JISE.V0I0.27905
Rusilowati, A., Nugroho, S. E., Susilowati, S. M. E. (2016). Development of science textbook based on scientific literacy for secondary school. Jurnal Pendidikan Fisika Indonesia, 12(2), 98-105.
Rychen, D. S., & Salganik, L. H. (2003). Key Competencien for A Succesful Life and A Well Functionong Society. Cambridge, M.A.: Hogrefe & Hubber.
Sani, A., R. (2014). Pembelajaran Saintifik Untuk Implementasi Kurikulum 2013. Jakarta; P.T. Bumi Aksara.
Santrock, J. W. (2014). Educational Psychology, 5nd Edition. McGraw-Hill Company. Inc. University of Texas at Dallas.
Situmorang, R. P. (2016). Integrasi Literasi Sains Peserta Didik Dalam Pembelajaran Sains. Satya Widya, 32(1), 49-56.
Slavin, R. E. (2012). Educational Psychology: Theory and Practice. Fourth Edition. Massachusetts. Allyn and Bacon Publishers.
Suharnan. (2005). Psikologi Kognitif. Surabaya: Srikandi
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia-Social and Behavior Sciences, 59(1), 110-116.
Wang, J., & Zhao, Y. (2012). Comparative research on the understandings of nature of science and scientific inquiry between science teachers from shanghai and chicago. Journal of Baltic Science Education, 5(1), 97-108.
WEFUSA. (2015). World Economic Forum, New Vision for Education Unlocking the Potential of Technology. 2015.pdf. 

Wenning, C. J. (2010). Using inquiry spectrum learning to teach science. Journal of Physics Teacher Education, 5 (3), 11-17.
Yager, R. E. (1996). Science/Technology/Society as Perform in Science Education. Albany. State University of New York Press.
Zeidler, D. L. (2016). Stem education: a deficit framework for the twenty first century? a sociocultural socioscientific response. Cultural Studies of Science Education, 1(1), 11- 26.
How to Cite
Aprido B. Simamora, Wahono Widodo, & I Gusti Made Sanjaya. (2020). Innovative Learning Model: Improving The Students’ Scientific Literacy Of Junior High School. IJORER : International Journal of Recent Educational Research, 1(3), 271-285.
Abstract viewed = 315 times
PDF downloaded = 138 times