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The Implementation of School-Literacy-Movement: Integrating Scientific Literacy, Character, and Hots in Science Learning

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The Implementation of School-Literacy-Movement: Integrating Scientific Literacy, Character, and Hots in Science Learning Vol. 4 No. 3, 2018; pp. 215-224 ISSN: 2442-3750 (print); ISSN: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi Received: 20/10/2018 JPBI (JURNAL PENDIDIKAN BIOLOGI INDONESIA) Revised: 08/11/2018 Accepted: 15/11/2018 Indonesian Journal of Biology Education THE IMPLEMENTATION OF SCHOOL-LITERACY-MOVEMENT: INTEGRATING SCIENTIFIC LITERACY, CHARACTER, AND HOTS IN SCIENCE LEARNING Evi Suryawati*, Fitra Suzanti, Suwondo, and Yustina Biology Education Study Program, Faculty of Teacher Training and Education Universitas Riau, Pekanbaru, Riau, Indonesia *Corresponding e-mail: [email protected] ABSTRACT This study aimed to examine the implementation of the School Literacy Movement by observing its impacts toward the scientific literacy, characters, and HOTS of Grade VII Junior High School (JHS) students in Pekanbaru within the context of K-13. The survey was conducted with 45 natural science teachers on the basis that they have integrated K-13 into thei r teaching and learning. The data of SLM implementation was obtained from the teacher by means of questionnaires and observation which was conducted in science classes in three JHS in pollution and global warming topics. The results showed that 49.13% activities were successfully implemented by SLM. The results showed that students’ scientific literacy in the three schools were 69.5%, 76.3%, and 75.2%. Meanwhile, the character values have reached 80.6%, 76.4%, 72.9%, and students’ HOTS values were 73.0%, 72.5%, and 73.3%. Based on the survey, it can be concluded that although the school has pioneered SLM, the strengthening of scientific literacy, characters, and HOTS has not been executed by all teachers who implement K-13 due to various obstacles need new policies to assess the execution of the SLM program by local education department. Keywords: Characters, HOTS, scientific literacy, school-literacy-movement © 2018 Department of Biology Education, FTTE, University of Muhammadiyah Malang, Indonesia INTRODUCTION national education platform that emphasize character education as its soul in the Indonesia is a cultured nation that strongly undertaking of education for students with upholds noble characters, values, and local public supports through formal, non-formal wisdom (Putra & Hasanah, 2018; Roza, and informal education. It also needs to take Sulistyaningtyas, Munaf, Jatnika, & Suryani, into account the diversity of Indonesian 2016). To build a cultured nation that cultures in order to revitalize and strengthen embodies the value of religion, honesty, the competencies of educators, education tolerance, discipline, creativity, independence, personnels, students, communities and family democracy, curiosity, communication, peace, environment in implementing PPK reading, social care, integrity, caring for the (Presidential-Regulation, 2017). The environment, and respecting achievement conclusion of PKK’s objectives is that requires character strengthening. It is a shared character education plays an incredibly responsibility of the family, education important role in the learning process. institutions and community. (Presidential- The School Literacy Movement (or Regulation, 2017). Based on this consideration, Gerakan Literasi Sekolah) program initiated it is necessary to stipulate a Presidential by the current government was developed Decree on Strengthening Character Education. based on nine priority agendas (Nawa cita) The goal of Strengthening Character related to the tasks and functions of the Education (or Penguatan Pendidikan Ministry of Education and Culture. The points Karakter-PPK) is to build and equip students of Nawa cita that relate to education sector as the Indonesian golden generation in 2045 include numbers 5, 6, 8, and 9. What is meant with the spirit of Pancasila to deal with the by school literacy in the context of SLM is the world’s dynamics in the future, develop a ability to access, understand, or do various Citation: Suryawati, E., Suzanti, F., Suwondo, S., & Yustina, Y. (2018). The implementation of school- literacy-movement: Integrating scientific literacy, character , and HOTS in science learning.. JPBI 215 (Jurnal Pendidikan Biologi Indonesia), 4(3), 215-224. DOI: https://doi.org/10.22219/jpbi.v4i3.6876 Suryawati et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (3) (2018) pp. 215-224 activities including reading, seeing, listening, characters and HOTS by teachers of natural writing, and/or talking. SLM is an effort that is science subject in Grade VII of JHS in carried out in a comprehensive and sustainable Pekanbaru Riau. way to make the school the centre of learning whose members are literate through public METHOD involvement (S. Utomo, 2017). Literacy program integrated into the curriculum through The survey was conducted in JHS of habituation in learning is the responsibility of Pekanbaru from April to July 2018. The all teachers (Kemendikbud, 2016). But until population in this study was natural science 2018, the SLM launched by the Ministry of teachers in public and private schools, of Education and Culture could not be which 45 individuals teaching the seventh implemented in all schools. Because each grade were chosen as the sample as they have school has different facilities and faces implemented K-13 and actively participated in different conditions, which necessitates in- natural science teacher forum. Primary data depth research on the implementation of SLM. were obtained from closed and opened Interviews with science teachers at natural questionnaires. While the researcher also science teacher forum provided some examined the documentation of teaching information that although Kurikulum Tahun material at JHS Future Islamic School (FIS), 2013 (K-13 or Curriculum 2013) and SLM JHS 17, and JHS 25. on the subject of have been implemented since 2016, there still environmental pollution and global warming. have been some issues in the implementation. Information on the implementation of One of the biggest challenges was the learning SLM was collected through questionnaires and design that could facilitate the students to be observations. The closed questionnaire was to skillful in problem solving, evaluating and measure the implementation of literacy, designing scientific research, drawing character integration, and HOTS by the teacher conclusion from the evident and applying the in learning. Alpha Cronbach's reliability value science into their real life. This fact was of the questionnaire (0.93) is valid with r table evident from the students’ low proficiency in of 0.53 with a significant level of 5% which is solving the problems related to the scientific processed using SPSS 18.00 for windows. phenomena in their life. Meanwhile, information on the implementation The assessment standards of K-13 of K-13 based learning and the strengthening curriculum require teachers to carry out of scientific literacy, characters and HOTS learning and assessment in a way that were obtained through observation. The focus encourages students to think critically or to of observation was on the science literacy in have higher-order thinking skills (HOTS). JHS FIS, character in JHS 17 and HOTS in HOTS involves complex judging skills JHS 25. The data resulted from observation including critical thinking and problem-solving were analyzed descriptively on a scale of 1-4. abilities. The learning strategies and tools developed by teachers in school must be RESULTS AND DISCUSSION principally based on the mentioned criteria. Although there have been many studies about Implementation of school literacy movement HOTS, its implementation in class is not yet (SLM) by JHS natural science teachers optimal, especially when it is related to the The researcher did surveys and observed achievement of students’ competencies the implementation of SLM in MGMP IPA expected in the curriculum. This study was having 45 members. The profiles of teachers conducted to find out the implementation of carrying out SLM and its implementation are the SLM program in strengthening literacy, explained in Tables 1, 2, 3, 4, and 5. Table 1. Teachers’ educational background Specialization Total (%) Degree Biology education Physics education Chemistry education Others S1 35(77) 5(12) 3(7) 2(5) 43(96) S2 2(4) - - - 2(4) Total (%) 37(81) 5(12) 3(7) 2(5) 45(100) 216 The implementation of school-literacy-.... Suryawati et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (3) (2018) pp. 215-224 Table 2. Teachers’ profiles based on gender and training experience Training Gender Percentage (%) Once or more Never Female 11(24.4) 28(62.2) 39(86.7) Male 4(8.9) 2(4.4) 6(13.3) Total (%) 15(33.3) 30(66.7) 45(100) Table 3. Teachers’ profiles based on teaching experience, certification, and employment status Teaching Certification Employment Status Total (%) Experience Yes Not Civil Servant Non Civil Servant 1-5 years 2(4.4) 5(11.1) 2(4.4) 5(11.1) 7(15.6) 6-10 years 4(8.9) 2(4.4) 4(8.9) 2(4.4) 6(13.3) 11-15 years 17(37.8) 4(8.9) 17(37.8) 4(8.9) 21(46.6) 16-20 years 3(6.7) 1(2.2) 2(4.4) 2(4.4) 4(8.9) 20 years 6(13.3) 1(2.2) 5(11.1) 2(4.4) 7(15.6) Total (%) 32(71.1) 13(28.9) 30(66.7) 15(33.3) 45(100) Table 4. Percentages of SLM implementation by teachers in JHS Pekanbaru Percentages of answer (%) Points Yes No Fifteen minutes activities have been entrenched and become the needs 40 (88.8) 5 (11.2) of school members Follow-up activities in the form of oral or written responses 26 (57.7) 19 (42.3) Development of various reading strategies following the emergence of 23 (51.1) 22 (48.9) literacy culture Students use physical, social, and academic environments with a variety of non-textbooks readings to enrich knowledge about given 30 (66.6) 15 (33.4) subjects The teacher becomes a model in the activity of reading non-academic 22 (48.8) 23 (51.2) books by reading the selected books that have been read by students.
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