The Improvement of Students Information Literacy through Remap-TTW Learning Model Nanda Bhekti Fadilla 1) Siti Zubaidah 1, a)
1 Department of Biology, Faculty of Mathematics and Sciences, Universitas Negeri Malang, Jl. Semarang 5 Malang 65145, Indonesia.
a) Corresponding author: siti.zubaidah.mipa[at]um.ac.id
Abstract
Information literacy is one of the essential skills in the 21st century. This skill is required for students in finding, selecting, evaluating, and using information they have gathered effectively. Implementing a specific learning model aids students in developing their information literacy. One of the expected to enhance students information literacy is Reading Concept Mapping-Think Talk Write (Remap-TTW). This study aims to discover the effects of the Remap-TTW learning model on students information literacy. This quasi-experiment study used a non-randomized control group pretest-posttest design. The study was carried out in the State Senior High School 1 Kencong, Jember, Indonesia, in the even semester of 2021/2022. The test instrument was in the form of an essay test. Students information literacy was measured using numerous indicators, such as determining the extent of information needed, accessing the needed information, evaluating information and its sources critically, using information effectively to accomplish a specific purpose, access and using information ethically and legally. The obtained scores were analyzed using the normality and homogeneity test, followed by one-way ANCOVA. The analysis results showed a significance value of 0.000 (P-value < 0.05), signifying different information literacy between three other learning models students attending learning. The obtained scores were considered significant, indicating that the learning model influences students information literacy significantly. Thus, Remap-TTW can be an alternative learning model to improve students information literacy.
Keywords: Information Literacy, Remap-TTW, Learning Model
