Application of Differentiated Learning Through the Use of Interactive Multimedia to Promote Students' Scientific Literacy
DOI:
https://doi.org/10.24036/jipt/vol2-iss1/35Keywords:
Differentiated learning, Interactive multimedia, Scientific literacy, Mobile LearningAbstract
Scientific literacy skills are an ability needed to face the 21st century. Scientific literacy is defined as the ability to know, complete, convey and apply science in everyday life. Scientific literacy skills make it easy for students to solve issues that occur in real life using scientific methods. The aim of this research is to improve students' scientific literacy skills by utilizing differentiated learning using interactive multimedia. The type of research carried out was classroom action research using the Kemmis and McTaggart model which was carried out in two cycles. Classroom action research consists of 4 stages, namely planning, implementation, observation and reflection. The research was conducted in the research subjects were students in class X.E.1 at SMA Negeri 3 Padang, totaling 36 students. The research results show that there is an increase in students' scientific literacy skills by implementing differentiated learning using interactive multimedia. The application of differentiated learning lies in the content and products presented using interactive multimedia which are based on students' learning readiness and interests.
Downloads
References
Asrizal, A., Amran, A., Ananda, A., & Festiyed, F. (2018). Effectiveness Of Adaptive Contextual Learning Model Of Integrated Science By Integrating Digital Age Literacy On Grade VIII Students. IOP Conference Series: Materials Science And Engineering, 335(1). Https://Doi.Org/10.1088/1757-899X/335/1/012067
Asrizal, A., & Yulkifli, Y. (2018). Pengaruh Penggunaan LKS IPA Terpadu Bermuatan Keterampilan Literasi Tema Gerak Dalam Kehidupan Terhadap Kompetensi Siswa Kelas VIII SMPN 8 Padang. Pillar Of Physics Education, 11(1), 121–128. Http://Ejournal.Unp.Ac.Id/Students/Index.Php/Pfis/Article/View/2710%0Ahttp://Ejournal.Unp.Ac.Id/Students/Index.Php/Pfis/Article/Download/2710/2223
Diah, I., Nita, S., Informatika, D. T., Teknik, F., & Madiun, U. P. (2018). Media Pembelajaran Berbasis Multimedia Interaktif Untuk Meningkatkan Pemahaman Konsep Mahasiswa. 1(2), 68–75.
Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Pembelajaran Berdiferensiasi Dalam Program Guru Penggerak Pada Modul 2.1. 6(2), 2846–2853.
Firdaus, M., & Asmali, A. (2021). Pengembangan Instrumen Penilaian Berbasis Literasi Sains. In Kemendikbudristek. Http://Repositori.Kemdikbud.Go.Id/25166/%0Ahttp://Repositori.Kemdikbud.Go.Id/25166/1/2203011837-2-PDF_86401.Pdf
Fitra, D. K., Pendidikan, I., & Riau, U. (2022). Pembelajaran Berdiferensiasi Dalam Perspektif Progresivisme Pada Mata Pelajaran Ipa. 5(3), 250–258.
Fortuna, R. A., & Fitria, Y. (2021). Upaya Meningkatkan Literasi Sains Siswa Sekolah Dasar Dalam Pembelajaran Daring Akibat Covid-19. 5(4), 2054–2061.
Fuadi, H., Robbia, A. Z., Jamaluddin, J., & Jufri, A. W. (2020). Analisis Faktor Penyebab Rendahnya Kemampuan Literasi Sains Peserta Didik. Jurnal Ilmiah Profesi Pendidikan, 5(2), 108–116. Https://Doi.Org/10.29303/Jipp.V5i2.122
Gunawan, G., Harjono, A., & Imran, I. (2016). Pengaruh Multimedia Interaktif Dan Gaya Belajar Terhadap Penguasaan Konsep Kalor Siswa. Jurnal Pendidikan Fisika Indonesia, 12(2), 118–125. Https://Doi.Org/10.15294/Jpfi.V12i2.5018
Irsan, I. (2021). Implemensi Literasi Sains Dalam Pembelajaran IPA Di Sekolah Dasar. Jurnal Basicedu, 5(6), 5631–5639. Https://Doi.Org/10.31004/Basicedu.V5i6.1682
Kemmis, Stephen, & Mctaggart. (1999). The Action Research Planer. National Library Australia.
Manurung, P. (2020). Multimedia Interaktif Sebagai Media Pembelajaran Pada Masa Pandemi Covid 19. Al Fikru, 14, 1–12.
Masita, P. N., Mahanal, S., & Suwono, H. (2019). Analisis Kemampuan Awal Literasi Sains Siswa Sma Kota Malang. Prosiding Seminar Nasional II 2016, Kerjasama Prodi Pendidikan Biologi FKIP Dengan Pusat Studi Lingkungan Dan Kependudukan (PSLK) Universitas Muhammadiya Malang, 1019–1028.
Nawang Sari, R., Riya Anggraini, T., Komering Ulu, O., & PGRI Bandar Lampung, S. (2022). Pembelajaran Berdiferensiasi Dengan Multimedia Interaktif Meningkatkan Hasil Belajar Kimia. Jurnal Pengajaran Dan Riset, 02(02), 139.
OECD. (2018). PISA For Development Assessment and Analytical Framework. OECD Publishing.
OECD. (2019). PISA 2018 Assessment and Analytical Framework. OECD Publishing. Https://Doi.Org/10.1787/B25efab8-En.
Pebriyanti, D. (2023). Pengaruh Implementasi Pembelajaran Berdiferensiasi Pada Pemenuhan Kebutuhan Belajar Peserta Didik Tingkat Sekolah Dasar. 05(1), 89–96.
Pozas, M., Letzel, V., Lindner, K., & Schwab, S. (2021). DI (Differentiated Instruction) Does Matter ! The Effects Of DI On Secondary School Students’ Well-Being, Social Inclusion And Academic Self-Concept. 6(December), 1–11. Https://Doi.Org/10.3389/Feduc.2021.729027
Purba, M., Purnamasari, N., Sylvia Soetantyo, A., Suwarna, I. R., & Susanti, E. I. (2021). Pembelajaran Berdiferensiasi (Differentiated Instruction). Kementerian Pendidikan Dan Kebudayaan.
Rusilowati, A., Nugroho, S. E., Susilowati, E. S. M., Mustika, T., Harfiyani, N., & Prabowo, H. T. (2018). The Development Of Scientific Literacy Assessment To Measure Student’s Scientific Literacy Skills In Energy Theme. Journal Of Physics: Conference Series, 983(1). Https://Doi.Org/10.1088/1742-6596/983/1/012046
Septian, D. (2019). Pengaruh Multimedia Interaktif Berbasis Learning Cycle Terhadap Hasil Belajar. Jurnal Pendidikan Fisika Dan Sains, 2.
Student, M., & Masa, S. W. D. I. (2022). Penerapan Pembelajaran Diferensiasi Kolaboratif Dengan Melibatkan Orang Tua Dan Masyarakat Untuk Mewujudkan Student ’ S Well-Being Di Masa Pandemi. 11(April), 61–78.
Subaidah, T., Muharrami, L. K., Rosidi, I., & Ahied, M. (2019). Analisis Kemampuan Literasi Sains Pada Aspek Konteks Dan Knowledge Menggunakan Cooperative Proplem Solving (Cps) Dengan Strategi Heuristik. Natural Science Education Research, 2(2), 113–122. Https://Doi.Org/10.21107/Nser.V2i2.6238
Sukowati, D., Rusilowati, A., & Sugianto. (2017). Analisis Kemampuan Literasi Sains Dan Metakogntif Peserta Didik. Physics Communication, 1(1), 16–22.
Sulis Winasti, Usep Soetisna, A. F. H. (2018). Pembelajaran Berbasis Multimedia Interaktif Untuk. EDUBIOLOGICA, 6(2), 110–115.
Sutrisna, N. (2021). Analisis Kemampuan Literasi Sains Peserta Didik Sma Di Kota Sungai Penuh. Jurnal Inovasi Penelitian, 1(12), 2683–2694.
Tomlinson, C. A., Ostertag, G., Acquisitions, C., Houtz, J., Editing, B., Smith, L., Designer, S. G., Kalyan, M., Services, P., & Demmons, K. (2017). DIFFERENTIATE INSTRUCTION. ASCD.
Ulfa, U., Saptaningrum, E., & Kurniawan, A. F. (2017). Pengaruh Model Discovery Learning Pada Mata Pelajaran IPA Terpadu Terhadap Penguasaan Literasi Sains Siswa. Prosiding SNFA (Seminar Nasional Fisika Dan Aplikasinya), 2(2), 257. Https://Doi.Org/10.20961/Prosidingsnfa.V2i0.16408
Wahyuningsari, D., Mujiwati, Y., Hilmiyah, L., Kusumawardani, F., & Sari, I. P. (2022). Pembelajaran Berdiferensiasi Dalam Rangka Mewujudkan Merdeka Belajar. Jurnal Jendela Pendidikan, 2(04), 529–535. Https://Doi.Org/10.57008/Jjp.V2i04.301
Wahyuningsih, S. (2021). Literasi Sains Di Sekolah Dasar Jakarta 2021. Literasi Numerasi Di Sekolah Dasar, 15.
Yuliati, Y. (2017). Literasi Sains Dalam Pembelajaran IPA. Jurnal Cakrawala Pendas, 3.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Revielni Sandra, Asrizal, Werina
This work is licensed under a Creative Commons Attribution 4.0 International License.
Accepted 2024-06-23
Published 2024-06-25
