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Murder Learning Model Assisted by Metacognitive Scaffolding to Improve Students’ Scientific Literacy and Numeracy Skills through Science Studies in Elementary Schools

Jurnal Pendidikan IPA Indonesia · Vol. 10 No. 4 (2021) · pp. 618–626

DOI
10.15294/jpii.v10i4.32926
ISSN
2089-4392, 2339-1286
Published
2021-12-29
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Teachers have not systematically handled science learning. Due to teachers’ lack of creativity in creating science learning that provides learning experiences, students cannot develop literacy and numeracy. Preliminary research studies found low learning outcomes in science studies with significant literacy and numeracy skills weaknesses. This study aims to analyze the effect of the Murder learning model assisted by Metacognitive Scaffolding on students' scientific literacy and numeracy skills through science studies in elementary schools. With a non-equivalent posttest-only control group design, this research is a quasi-experimental study. The population in this study was 173 people, while 60 people divided into two classes were chosen by random sampling. Data on scientific literacy and numeracy skills were collected using a test instrument which consisted of 35 questions. The instrument was gone through a validation process to measure its validity and reliability. A MANOVA test with the IBM SPSS Statistics 21.0 program was utilized to analyze the data. The hypothesis test obtained a significance value of 0.000 (Sig 0.05). The average score of scientific literacy skills was 77.67, and 75.37 for numeracy skills. Based on this, it can be concluded that there is a significant effect of the Murder learning model assisted by Metacognitive Scaffolding on students' scientific literacy and numeracy skills through science studies in elementary schools.

Keywords

Collaboration network of the authors

13 authors · 31 co-authorship links · 10 across different organisations

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

  • Universitas Pendidikan Ganesha
  • Muria Kudus University
  • Sam Ratulangi University
  • UNSW Sydney
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Fina FakhriyahMuria Kudus University1
I Gede MargunayasaUniversitas Pendidikan Ganesha1
Luh Sri Surya Wisma JayantiUniversitas Pendidikan Ganesha1
Jianbang DengAffiliation unknown1
Basilius Redan WerangUniversitas Pendidikan Ganesha1
I Made SuarjanaUniversitas Pendidikan Ganesha1
Sandra Ingried AsaloeiSam Ratulangi University1
M SianturiUNSW Sydney1
Emmanuel Chinedu EleleAffiliation unknown1

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">Murder Learning Model Assisted by Metacognitive Scaffolding to Improve Students’ Scientific Literacy and Numeracy Skills through Science Studies in Elementary Schools</dc:title>
	<dc:creator>Tegeh, I. M.</dc:creator>
	<dc:creator>Astawan, I. G.</dc:creator>
	<dc:creator>Sudiana, I. K.</dc:creator>
	<dc:creator>Kristiantari, M. G. R.</dc:creator>
	<dc:subject xml:lang="en-US">murder; scaffolding; scientific literacy; numeracy</dc:subject>
	<dc:description xml:lang="en-US">Teachers have not systematically handled science learning. Due to teachers’ lack of creativity in creating science learning that provides learning experiences, students cannot develop literacy and numeracy. Preliminary research studies found low learning outcomes in science studies with significant literacy and numeracy skills weaknesses. This study aims to analyze the effect of the Murder learning model assisted by Metacognitive Scaffolding on students' scientific literacy and numeracy skills through science studies in elementary schools. With a non-equivalent posttest-only control group design, this research is a quasi-experimental study. The population in this study was 173 people, while 60 people divided into two classes were chosen by random sampling. Data on scientific literacy and numeracy skills were collected using a test instrument which consisted of 35 questions. The instrument was gone through a validation process to measure its validity and reliability. A MANOVA test with the IBM SPSS Statistics 21.0 program was utilized to analyze the data. The hypothesis test obtained a significance value of 0.000 (Sig 0.05). The average score of scientific literacy skills was 77.67, and 75.37 for numeracy skills. Based on this, it can be concluded that there is a significant effect of the Murder learning model assisted by Metacognitive Scaffolding on students' scientific literacy and numeracy skills through science studies in elementary schools. </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>2021-12-29</dc:date>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/32926</dc:identifier>
	<dc:identifier>10.15294/jpii.v10i4.32926</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 10, No 4 (2021): December 2021; 618-626</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v10i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/32926/12591</dc:relation>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/32926/8711</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/32926/8712</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 Jurnal Pendidikan IPA Indonesia</dc:rights>
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