A Study of Learning Achievement on Collision with Momentum Effect Learning Unit and Scientific Literacy of Grade 10 Students using Phenomenon -based Learning with Think-Talk-Write Technique
DOI:
https://doi.org/10.14456/nrru-rdi.2024.23Keywords:
Phenomenon-Based Learning, Think-Talk-Write Technique, Scientific LiteracyAbstract
Background and Objective: Phenomenon-based learning leverages real-world phenomena as a starting point for learning, enabling students in real life. The aligns with the goal of scientific education which is to develop science literacy. This research aims to compare students' learning achievements before and after instruction, assess post-learning achievement against a 70% benchmark, and compare scientific literacy before and after phenomenon-based learning, using the Think-Talk-Write technique.
Methodology: This preliminary experimental study utilized a single sample group comprising 40 students selected through cluster sampling. The research instruments included a learning management plan rated with an appropriateness score of 4.93, an achievement test with a reliability coefficient (KR-20) of 0.91, and a scientific literacy assessment with a Cronbach's alpha reliability coefficient of 0.71. Data collection adhered to a structured learning management plan over 16 hours, divided into four sessions of 4 hours each. Pre-tests and post-tests were conducted, and the data were analyzed using descriptive statistics (percentages, means, standard deviations) and inferential statistics (t-tests) to compare learning achievement means and assess scientific literacy (One-sample t-test for the mean).
Results: The findings revealed that the mean post-learning achievement score (x̄=14.65) was significantly higher than the pre-learning score (x̄=8.00) at the 0.05 significance level. The post-learning achievement score met the 70% benchmark (p=0.185) without statistical significance. Additionally, the post-learning scientific literacy score (mean=13.88) was significantly higher than the pre-learning literacy score (mean=8.40) at the 0.05 significance level.
Discussion: The results suggest that well-designed instructional methods that align with students' potential significantly enhance both learning achievement and scientific literacy. The high satisfaction levels among students highlight the critical role of supportive teaching environments, active student engagement, and challenging content in secondary science education. The non-significant difference in achievement against the benchmark underscores the effectiveness of the phenomenon-based learning approach.
Suggestion: Ensuring adequate sample sizes is vital for robust hypothesis testing and reliable application of t-tests. Future research should emphasize maintaining sufficient sample sizes to enhance the reliability and practical applicability of the findings.
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