Improving Students NOS Understanding Through Explicit-Reflective Learning With Socio-Scientific Issues Context I Habiby, Hernani, and Riandi
Departemen Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
Abstract
As part of the scientific literacy component, the nature of science (NOS) contributes to the process of forming students with scientific literacy. This study aimed to develop students NOS understanding through explicit-reflective learning with socio-scientific issues (SSI) context. The quasi-experimental research method with the nonequivalent pretest-posttest control-group design was used in this study. A total of 45 students in seventh grade from a private junior high school in Prabumulih participated in this study and were grouped into 24 students in experimental class and 21 students in comparison class. Essay questions were used as the instruments in pre- and post-learning to measure students understanding of five aspects of NOS, which are subjective, tentative, empirical, observation, and social and cultural. The results showed that the percentage of students in the experimental class who display an increase in NOS understanding is greater than the students in the comparison class. This study showed that explicit-reflective learning with SSI context could be used to develop students understanding of NOS.
Keywords: nature of science, explicit-reflective learning, socio-scientific issues
