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International Journal of Cognitive Research in Science, Engineering and Education / IJCRSEE
2018, vol. 6, br. 2, str. 81-87
jezik rada: engleski
vrsta rada: originalan članak
doi:10.5937/ijcrsee1802081S

Creative Commons License 4.0
Problem-solving ability of students with disciplinary literacy instruction
(naslov ne postoji na srpskom)
aGraduate School, Yogyakarta State University, Yogyakarta, Indonesia
bYogyakarta State University, Yogyakarta, Indonesia

e-adresa: Zulfahzuu@gmail.com, Senam@uny.ac.id

Sažetak

(ne postoji na srpskom)
The literacy movement has not been widely applied to the learning. This study aims to determine the effect of the application of disciplinary literacy instruction to cognitive learning outcomes, especially in problem-solving ability. The population of this study is all senior high school in Sleman, Indonesia and have implemented the literacy movement in habituation and development. Two classes in SMAN 2 Sleman becomes sample with experimental and comparative classes. Both classes performed daily tests on two consecutive materials to see the abilities in the two classes. The results were analyzed using SPSS program and showed normal and homogeneous results and significance values were above of 0.05 were 0.968 and 0.483 respectively. This indicates that there is no difference in the cognitive learning outcomes of the two classes. The research instruments consist of the syllabus, learning implementation plan, article, student worksheet, and questions. Validation used in the form of content validation to two experts and empirical validation to 150 students. The analytical technique used to analyze the influence of the application of disciplinary literacy instruction on problem-solving ability is ANOVA test at significance level 0.05. The results showed that both classes had normal and homogenous learning outcomes and significance value of 0.009, the value is below the level of significance 0.05. This number indicates that there is the influence of application of disciplinary literacy instruction on problem-solving ability in the electrolyte and non-electrolyte solutions material.

Ključne reči

disciplinary literacy instruction; problem-solving ability; cognitive learning outcomes; effect

Reference

Novododat članak: provera, normiranje i linkovanje referenci u toku.
Aiken, L.R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45, 131-142. https://doi.org/10.1177/0013164485451012
Bell, F. H. (1978). Teaching and learning mathematics (in secondary schools). WC Brown Company.
BSNP. (2006). Research Model Class. Jakarta: Ministry of Education.
Colwell, J., & Reinking, D. (2013). Integrating disciplinary literacy into middle-school and pre-service teacher education. Educational design research-Part B: Illustrative cases, 469-480. http://international.slo.nl/bestanden/Ch23.pdf/
Fang, Z. (2014). Preparing content area teachers for disciplinary literacy instruction: The role of literacy teacher educators. Journal of Adolescent & Adult Literacy, 57(6), 444-448. https://doi. org/10.1002/jaal.269
Fanna, C. (2015). Cipl Professional Learning Series: An Educator’s Guide to Disciplinary Literacy. NYC Department of Education: New York.
Gagne, R. M., Briggs, L. J dan Wager, W. W (1992). Principles of Instructional Design (4nd ed). Orlando: Holt, Rinehart and Winstone, Inc.
General Directorate of Primary and Secondary Education. (2017). General Material Literacy in learning. Jakarta: Ministry of Education and Culture.
Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009). Methods for Teaching (Achmad Fawaid dan Khoirul Anam. Terjemahan). 8th. Yogyakarta: Pustaka Pelajar.
Kennedy, L., Tipps, S., & Johnson, A. (2007). Guiding children’s learning of mathematics. Cengage Learning.
Likourezos, V., & Kalyuga, S. (2017). Instruction-first and problem-solving-first approaches: alternative pathways to learning complex tasks. Instructional Science, 45(2), 195-219. https://doi. org/10.1007/s11251-016-9399-4
Pelger, S., & Nilsson, P. (2016). Popular science writing to support students’ learning of science and scientific literacy. Research in Science Education, 46(3), 439-456. https://doi.org/10.1007/s11165- 015-9465-y
Polya, G. (1985). How To Solve It 2nd ed. New Jersey: Princeton University Press.
Repice, M. D., Sawyer, R. K., Hogrebe, M. C., Brown, P. L., Luesse, S. B., Gealy, D. J., & Frey, R. F. (2016). Talking through the problems: a study of discourse in peer-led small groups. Chemistry Education Research and Practice, 17(3), 555- 568. https://doi.org/10.1039/c5rp00154d
Risnawati. (2008). Math Learning Strategies. Pekanbaru: Suska Press.
Shanahan, C. (2015). Disciplinary literacy strategies in content area classes. ILA E-Ssentials, 1-18. https://education.ucf.edu/mirc/docs/Disciplinary-literacy-strategies-in-content-area-classes2015.pdf
Yuriev, E., Naidu, S., Schembri, L. S., & Short, J. L. (2017). Scaffolding the development of problem-solving skills in chemistry: guiding novice students out of dead ends and false starts. Chemistry Education Research and Practice, 18(3), 486-504. https://doi.org/10.1039/C7RP00009J
Aiken, L.R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45, 131-142. https://doi.org/10.1177/0013164485451012
Bell, F. H. (1978). Teaching and learning mathematics (in secondary schools). WC Brown Company.
BSNP. (2006). Research Model Class. Jakarta: Ministry of Education.
Colwell, J., & Reinking, D. (2013). Integrating disciplinary literacy into middle-school and pre-service teacher education. Educational design research-Part B: Illustrative cases, 469-480. http://international.slo.nl/bestanden/Ch23.pdf/
Fang, Z. (2014). Preparing content area teachers for disciplinary literacy instruction: The role of literacy teacher educators. Journal of Adolescent & Adult Literacy, 57(6), 444-448. https://doi. org/10.1002/jaal.269
Fanna, C. (2015). Cipl Professional Learning Series: An Educator’s Guide to Disciplinary Literacy. NYC Department of Education: New York.
Gagne, R. M., Briggs, L. J dan Wager, W. W (1992). Principles of Instructional Design (4nd ed). Orlando: Holt, Rinehart and Winstone, Inc.
General Directorate of Primary and Secondary Education. (2017). General Material Literacy in learning. Jakarta: Ministry of Education and Culture.
Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009). Methods for Teaching (Achmad Fawaid dan Khoirul Anam. Terjemahan). 8th. Yogyakarta: Pustaka Pelajar.
Kennedy, L., Tipps, S., & Johnson, A. (2007). Guiding children’s learning of mathematics. Cengage Learning.
Likourezos, V., & Kalyuga, S. (2017). Instruction-first and problem-solving-first approaches: alternative pathways to learning complex tasks. Instructional Science, 45(2), 195-219. https://doi. org/10.1007/s11251-016-9399-4
Pelger, S., & Nilsson, P. (2016). Popular science writing to support students’ learning of science and scientific literacy. Research in Science Education, 46(3), 439-456. https://doi.org/10.1007/s11165- 015-9465-y
Polya, G. (1985). How To Solve It 2nd ed. New Jersey: Princeton University Press.
Repice, M. D., Sawyer, R. K., Hogrebe, M. C., Brown, P. L., Luesse, S. B., Gealy, D. J., & Frey, R. F. (2016). Talking through the problems: a study of discourse in peer-led small groups. Chemistry Education Research and Practice, 17(3), 555-568. https://doi.org/10.1039/c5rp00154d
Risnawati. (2008). Math Learning Strategies. Pekanbaru: Suska Press.
Shanahan, C. (2015). Disciplinary literacy strategies in content area classes. ILA E-Ssentials, 1-18. https://education.ucf.edu/mirc/docs/Disciplinary-literacy-strategies-in-content-area-classes2015.pdf
Yuriev, E., Naidu, S., Schembri, L. S., & Short, J. L. (2017). Scaffolding the development of problem-solving skills in chemistry: guiding novice students out of dead ends and false starts. Chemistry Education Research and Practice, 18(3), 486-504. https://doi.org/10.1039/C7RP00009J