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Enhancing Biology Students' Scientific Literacy through the Critical Analysis and Discussion-Comparison with the Extended Learning Community Model

Jurnal Pendidikan IPA Indonesia · Vol. 14 No. 4 (2025)

DOI
10.15294/jpii.v14i4.31909
ISSN
2089-4392, 2339-1286
Published
2025-12-22
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Despite global reforms in science education that emphasize collaboration, critical thinking, and real-world application, many secondary students continue to struggle with scientific reasoning and communication, particularly in Biology. This study addresses this gap by evaluating the effectiveness of the Critical Analysis and Discussion Comparison with Extended Learning Community (CADC-ELC) method in enhancing students' written and oral communication and cognitive performance. Employing a quasi-experimental design with 90 tenth-grade students in Indonesia, participants were divided into three groups: CADC-ELC, CADC-only, and conventional instruction. Data were collected using validated observation sheets and a 30-item cognitive test and analyzed using the Games-Howell post-hoc test. Results revealed that CADC-ELC significantly outperformed other groups in all areas: written communication improved from M = 31.0 to 70.3, oral communication from M = 9.1 to 17.06, and cognitive scores from M = 33.3 to 83.1 (all p <.001). These findings suggest that CADC-ELC offers a robust, globally relevant model for strengthening science education through dialogic, scaffolded, and context-rich instruction.

Keywords

Collaboration network of the authors

5 authors · 10 co-authorship links · 7 across different organisations

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  • Universitas Muhammadiyah Bengkulu
  • Walailak University
  • University of Bengkulu
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Enhancing Biology Students' Scientific Literacy through the Critical Analysis and Discussion-Comparison with the Extended Learning Community Model</dc:title>
	<dc:creator xml:lang="en">Irwandi, Irwandi</dc:creator>
	<dc:creator xml:lang="en">Ade Cahaya, Mariana </dc:creator>
	<dc:creator xml:lang="en">Syahfitri, Jayanti </dc:creator>
	<dc:creator xml:lang="en">Waluyo, Budi</dc:creator>
	<dc:creator xml:lang="en">Arsyad, Safnil </dc:creator>
	<dc:subject xml:lang="en">critical analysis</dc:subject>
	<dc:subject xml:lang="en">extended learning community</dc:subject>
	<dc:subject xml:lang="en">discussion-comparison method</dc:subject>
	<dc:description xml:lang="en">Despite global reforms in science education that emphasize collaboration, critical thinking, and real-world application, many secondary students continue to struggle with scientific reasoning and communication, particularly in Biology. This study addresses this gap by evaluating the effectiveness of the Critical Analysis and Discussion Comparison with Extended Learning Community (CADC-ELC) method in enhancing students' written and oral communication and cognitive performance. Employing a quasi-experimental design with 90 tenth-grade students in Indonesia, participants were divided into three groups: CADC-ELC, CADC-only, and conventional instruction. Data were collected using validated observation sheets and a 30-item cognitive test and analyzed using the Games-Howell post-hoc test. Results revealed that CADC-ELC significantly outperformed other groups in all areas: written communication improved from M = 31.0 to 70.3, oral communication from M = 9.1 to 17.06, and cognitive scores from M = 33.3 to 83.1 (all p &amp;lt; .001). These findings suggest that CADC-ELC offers a robust, globally relevant model for strengthening science education through dialogic, scaffolded, and context-rich instruction.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-22</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/31909</dc:identifier>
	<dc:identifier>10.15294/jpii.v14i4.31909</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 14 No. 4 (2025): December 2025</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v14i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/31909/7723</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia</dc:rights>
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