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Effectiveness problem based learning the scientific literacy skills of preservice chemistry teachers the topic additives in vocational education
(1) FKIP, Universitask Khairun,Ternate
(2) FKIP, Universitask Khairun,Ternate
(3) FKIP, Universitask Khairun,Ternate
(*) Corresponding Author
Abstract
Scientific literacy of specific topics of additives in preservice chemistry teachers has not been widely studied by previous studies to strengthen concepts to prospective teachers and motivation in understanding chemistry learning, so this study aimed to improve the scientific literacy of preservice chemistry teachers on additives material through problem-based learning. This study used a quasi-experimental pretest-posttest control group design method. This study involved 65 preservice chemistry teachers with simple random sampling. Literacy data were obtained used tests and questionnaires to measure the attitudes of preservice chemistry teachers. Literacy data were analyzed descriptively and inferentially used Ngain and independent t-test. The results showed that there was an effect of problem-based learning on the scientific literacy abilities of preservice chemistry teachers. The results of the t-test on df 63, F = 10.517, t count 6.048> t table 1.669. Sig. Value 0.00 <0.05. Cohen's D effect size test obtained = (80 - 62) ⁄ 5.861672 = 3.070796 (> 0.80 / high). The literacy skills of preservice chemistry teachers in the aspects of content, science processes, science attitudes in the experimental class were in the high and medium categories. The control class was in the medium and low categories.
Keyword: Scientific literacy, problem-based learning
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