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COMPARISON OF STUDENTS’ SCIENTIFIC LITERACY IN INTEGRATED SCIENCE LEARNING THROUGH MODEL OF GUIDED DISCOVERY AND PROBLEM BASED LEARNING

Jurnal Pendidikan IPA Indonesia · Vol. 5 No. 1 (2016) · pp. 31–37

DOI
10.15294/jpii.v5i1.5786
ISSN
2089-4392, 2339-1286
Published
2016-04-18
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng
License
creativecommons.org/licenses/by/4.0

Abstract

This study aims to describe the comparison of students’ scientific literacy improvement in integrated science learning through guided dicovery and problem based learning models. The subjects were 8th grade students of State Junior High Schools in Bandung. This research design was quasi-experimental with non randomaized static group pretest-posttest design. The instrument used in this study was multiple choice test and attitude scale. The result shows that the improvement of scientific literacy achievement of students who learned integrated science through guided discovery and problem based learning models did not differ significantly. Integrated science learning through guided disovery models can improve student literacy achievement with the gain of 0.37 (medium category), while by using problem based learning model can improve scientific literacy with the gain of 0.41 (medium category). It can be concluded that the both models of guided discovery and problem based learning can improve students' science literacy.

Keywords

Collaboration network of the authors

14 authors · 44 co-authorship links · 27 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Pakuan University
  • Indonesia University of Education
  • The University of Queensland
  • National Research and Innovation Agency
  • Shizuoka University
  • Hiroshima University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Indarini Dwi PursitasariPakuan University5
Irma Rahma SuwarmaIndonesia University of Education2
Arif HidayatHiroshima University2
Irvan PermanaPakuan University2
Sitti Rahma YunusThe University of Queensland1
Tustiyana WindiyaniPakuan University1
Anisa PuteriAffiliation unknown1
Helmi AzizPakuan University1
Annisa NurramadhaniPakuan University1
Anna PermanasariIndonesia University of Education1
Deni HadianaNational Research and Innovation Agency1
Yoshisuke KumanoShizuoka University1

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/nju/index.php/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-US">COMPARISON OF STUDENTS’ SCIENTIFIC LITERACY IN INTEGRATED SCIENCE LEARNING THROUGH MODEL OF GUIDED DISCOVERY AND PROBLEM BASED LEARNING</dc:title>
	<dc:creator>Ardianto, D.</dc:creator>
	<dc:creator>Rubini, B.</dc:creator>
	<dc:subject xml:lang="en-US">guided discovery, integrated science learning, problem based learning, scientific literacy</dc:subject>
	<dc:description xml:lang="en-US">This study aims to describe the comparison of students’ scientific literacy improvement in integrated science learning through guided dicovery and problem based learning models. The subjects were 8th grade students of State Junior High Schools in Bandung. This research design was quasi-experimental with non randomaized static group pretest-posttest design. The instrument used in this study was multiple choice test and attitude scale. The result shows that the improvement of scientific literacy achievement of students who learned integrated science through guided discovery and problem based learning models did not differ significantly. Integrated science learning through guided disovery models can improve student literacy achievement with the gain of 0.37 (medium category), while by using problem based learning model can improve scientific literacy with the gain of 0.41 (medium category). It can be concluded that the both models of guided discovery and problem based learning can improve students' science literacy. </dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2016-04-18</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-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/5786</dc:identifier>
	<dc:identifier>10.15294/jpii.v5i1.5786</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 5, No 1 (2016): April 2016; 31-37</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v5i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/5786/4702</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2016 Jurnal Pendidikan IPA Indonesia (Indonesian Journal of Science Education)</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by/4.0</dc:rights>
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