The Effect of Cooperative Learning Model (CLM) on Teacher

Student’s Science Literacy Abilities

Ratna Wahyu Wulandari

, Afridha Sesrita

, Rasmitadila

, Novi Maryani

, Sobrul Laeli

and Reza Racmadtullah

Tarbiyah Faculty (Faculty of Education), State Islamic Institute of Kediri, East Java, Indonesia

Department of Elementary School Teacher Education, Djuanda University, Bogor, Indonesia

Department of Elementary School Teacher Education, University of PGRI Adi Buana, Surabaya, Indonesia

Keywords: Cooperative Learning, Science Literacy, Learning Model

Abstract: The purpose of this research was to determine the effect of cooperative learning model (CLM)

implementation on the improvement of teacher students' scientific literacy abilities in the basic concepts of

science course. The research method used is qualitative research that is carried out through action planning,

carrying out actions, observations, and reflections that are carried out collaboratively and partially with the

aim of improving learning activities using appropriate learning models. Data were collected through

observation and essay tests for 34 elementary teacher students. The results showed that for all indicators of

scientific literacy ability through the implementation of CLM there was an increase in the medium category,

namely for indicators thinking and working scientifically increased by 19%, math and science abilities

increased by 8%, the role of science increased by 28%, and science and society increased by 14%.

1 INTRODUCTION

The quality of Indonesian education, especially in

the scientific literacy abilities of students in the

international arena, is still very low, as evidenced by

the results of the Program for International Student

Assessment (PISA) which ranked 64th out of 65

countries (Shi, He, Wang, Fan, & Guo, 2016).

According to Stacey (2011), the success of Japanese

mathematical literacy in trends in the International

Mathematics and Science Study (TIMSS), strongly

emphasizes improving the quality of teacher

competencies. The ability to master the material and

elements of scientific literacy is essential for

teaching students to be able to use appropriate

methods in developing scientific literacy in the

classroom (Udompong, Traiwichitkhun, &

Wongwanich, 2014). Therefore, one of the efforts to

overcome the deterioration of the quality of science

education is by increasing the competence of science

teachers and natural science teacher students,

especially in scientific literacy abilities, because in

time the science teacher students will teach science

through scientific literacy aspects to students.

According to Yaduvanshi & Singh (2018),

revealed the effect of the implementation of

cooperative learning model (CLM) on improving

students' scientific literacy abilities in the basic

concepts of science course. Some of the advantages

of CLM have been proven in helping the successful

implementation of the learning process rather than

problem-solving models and conventional (Johnson,

2013) (Hutauruk, 2016). Learners get more

opportunities to speak, initiative, make choices and

generally develop good habits (Duckworth, 2010)

(Demitra & Sarjoko, 2018). Furthermore, Yi & LuXi

(2012) said the advantages gained in this learning

are as follows: 1) Positive interdependence; 2).

There is recognition in responding to individual

differences; 3) Students are involved in classroom

planning and management; 4) Relaxing and pleasant

class atmosphere; 5) The establishment of a warm

and friendly relationship between students and

teachers; 6) have many opportunities to express

pleasant emotional experiences.

Science literacy can be interpreted as scientific

knowledge and skills to be able to identify questions,

acquire new knowledge, explain scientific

phenomena, and draw conclusions based on facts,

understand the characteristics of science, awareness

568

Wulandari, R., Sesrita, A., Rasmitadila, ., Maryani, N., Laeli, S. and Racmadtullah, R.

The Effect of Cooperative Learning Model (CLM) on Teacher Student’s Science Literacy Abilities.

DOI: 10.5220/0010024605680571

In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC 2018), pages 568-571

ISBN: 978-989-758-515-9

of how science and technology shape the natural,

intellectual and cultural environment, and the

willingness to be involved and care about science-

related issues (Organisation for Economic Co-

operation and Development, 2016). According to

Fives, Huebner, Birnbaum, & Nicolich (2014),

aspects of scientific literacy consist of thinking and

working scientifically, mathematics and science, the

role of science, science, and society. Many efforts

have been made by experts in improving scientific

literacy abilities, including by developing

assessments, revising the curriculum, and applying

research-based instrumentation (Surpless, Bushey, &

Halx, 2014).

The purpose of this research was to determine

the effect of CLM's implementation on the

improvement of teacher students' scientific literacy

abilities in the basic concepts of science course.

2 METHODOLOGY

The research method used is a qualitative research

method that is carried out through action planning,

implementing actions, observations and reflections

that are carried out collaboratively and partially with

the aim of improving learning activities using

appropriate learning models. The subjects of this

study were 34 teacher students of elementary school

education for the academic year 2017 in the basic

concepts of science course.

In this study, the primary data collection was

done with an essay-shaped test technique with a

success limit of 75%, while the supporting data was

obtained through observation (participant

observation). The research instrument is based on

scientific literacy indications from Surpless, Bushey,

& Halx (2014), namely: thinking and working

scientifically, mathematics and science, the role of

science, science, and society. Study materials and

tests about simple aircraft that contain scientific

literacy indicators. Data collection steps are as

follows: (1) retrieve data before cooperative learning

is applied; (2) applying a cooperative learning

model; (3) provide written tests; (4) conclude the

findings of the observations; and (5) comparing the

results of tests and observations with the results of

initial tests and observations.

3 RESULT AND DISCUSSION

The results of pretest and posttest conducted on

students can be compared as shown in Figure 1

below:

Figure 1. Comparison of pretest and posttest outcome

based on scientific literacy indicators

Based on the results shown in Figure 1 that all

scientific literacy indicators have increased after the

CLM was applied in the basic concepts of science

course.

The most significant increase was shown by the

scientific role indicator of 28%. While mathematical

and scientific indicators indicate the lowest increase

with a percentage of 8%. Improved indicators of

mathematics and science still occupy the lowest

position; this is consistent with the research

conducted by Diana (2016) which also obtained the

lowest results on indicators of mathematics and

science for the application of peer-assisted learning

strategies to student scientific literacy in the course

of plant morphology.

Before cooperative learning was applied, the

average scientific literacy ability of students in the

Basic Concepts of Science course was 51.5 with a

maximum value of 100. These results were still

relatively lacking (Rachmatullah, Diana, &

Rustaman, 2016) because the success rate was still

below 75%. The highest scientific literacy ability in

the pretest is on indicators of science and society

with a value of 58, this result is not much different

from the average value of the indicator of thinking

and working scientifically that is 56. While the

lowest results are on indicators of mathematics and

science, namely with 42. This is based on the results

of interviews that students still find it challenging to

translate sentences into counts. Meanwhile,

increasing scientific literacy through the application

of the cooperative learning model is displayed in

Table 1 below:

Thinking and

Working

Scientificly

Mathematics

and Science

Role of Science Science and

Society

Average Results

Scientific Literacy Indicators

Pretest

Posttest

The Effect of Cooperative Learning Model (CLM) on Teacher Student’s Science Literacy Abilities

569

Table 1. Improving Test Results for Each Scientific Literacy Indicators

No Indicators

Average

Pretest

Average

Posttest

Improvement Information

1 Thinking and working

scientificall

56 75 19% An improvement

occurre

2 Mathematics and science 42 50 8% An improvement

occurre

3 The role of science 50 78 28% An improvement

occurre

4 Science and society 58 72 14% An improvement

occurre

Table 1 shows that the highest increase occurred

in the role of science indicators that is equal to 28%,

while the lowest increase occurred in science and

community indicators that are equal to 14%.

Overall, the improvement of students' scientific

literacy abilities through the application of

cooperative learning models is in the "medium"

category. Although the results of this study add to

the list of ways to improve scientific literacy, this

effort must continue to be developed. Many factors

can inhibit the increase in scientific literacy for

students, namely the existence of different learning

demands from PISA demands. So, there are many

recommended ways to improve science literacy such

as Guided Discovery and Problem Based Learning

(Ardianto & Rubini, 2016), Levels of Inquiry (Arief,

2015), Guided Inquiry (Putra, Widodo, & Jatmiko,

2016), Science, Technology, Engineering, and

Mathematics (STEM) (Khaeroningtyas,

Permanasari, & Hamidah, 2016), and Cooperative

Learning (Hariadi, 2009).

4 CONCLUSION

The CLM that are applied to the basic concepts of

science can improve teacher students scientific

literacy abilities in the "medium" category. The

indicators of scientific literacy used in this study

include thinking and working scientifically,

mathematics and science, the role of science, and

science and society.

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