PROBLEM-SOLVING ABILITY OF STUDENTS WITH DISCIPLINARY LITERACY INSTRUCTION
Journal Title: International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) - Year 2018, Vol 6, Issue 2
Abstract
Te literacy movement has not been widely applied to the learning. Tis study aims to determine the effect of the application of disciplinary literacy instruction to cognitive learning outcomes, especially in problem-solving ability. Te 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 consecu-tive materials to see the abilities in the two classes. Te results were analyzed using SPSS program and showed normal and homogeneous results and sig-nifcance values were above of 0.05 were 0.968 and 0.483 respectively. Tis indicates that there is no difference in the cognitive learning outcomes of the two classes. Te 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. Te analytical technique used to analyze the influence of the application of disciplinary literacy instruction on problem-solving ability is ANOVA test at signifcance level 0.05. Te results showed that both classes had normal and homogenous learning outcomes and signifcance value of 0.009, the value is below the level of signifcance 0.05. Tis number indicates that there is the influence of application of disciplinary literacy instruction on problemsolving ability in the electrolyte and non-electrolyte solutions material.
Authors and Affiliations
Zulfah M. Pd. , Senam Dr. rer. nat
Keywords
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