Developing Scientific Literacy through Context-based Learning with Technology involving Acid-Base Topics for 11th Grade Students

Abstract

This classroom action research aimed to study the possibilities of learning management using context-based learning in conjunction with technology. The study was designed to improve the scientific literacy of 11th grade students when studying in acid-base topics. The control sample consisted of twenty-two 11th grade students. The research tools were comprised of the three lesson plans, a reflective learning management form, students’ worksheets, and a scientific literacy test. Data assessment was performed by content analysis. The testing scores provided the achievement level of scientific literacy and were based on the Programed for International Student Assessments (PISA) 2015 science framework. The triangulation method was employed to ensure credibility of this research. The results of this research indicated that context-based learning in conjunction with technology management was essential for the development of scientific literacy. The development process consisting of four phases, which included the context of presentation: teacher(s) presented the quality of students’ surroundings by using videos or infographics with explanatory details. Afterwards, the teacher asked questions designed to motivate students to try and identify the scientific problems; and then, selecting problem which is to be solved in the classroom. In second phase, Taking Action: students designed an inspection method and carried out the experiment using available technology driven methods, such as an application on a smartphone, a chemistry lab simulator program, or social media. Several technological methods were used by students while searching for information, gaining knowledge, communicating with classmates, or verifying inspection method throughout the survey. Third  phase, Learning Key Concept: teacher(s) encouraged students to analyze the data, design a presentation using a graphic design website, and later discuss the results. Finally, the fourth phase, Recontextualize: teacher(s) presented students with an analogous context extracting from a social media source. The result from the scientific literacy post-test indicated an increasing of scientific literacy score of 2. Such literacy score showed the ability to participate actively in life situations related to science and technology as comparing to the pre-test score of 1b, reading competency at the lowest level.