Scientific Literacy improvement with Blended Learning Tools in Rotational Flipped Classroom for Junior High School

Abstract

Scientific literacy is an ability to support the right and proper understanding of science. The need for scientific literacy is very high, particularly in era 4.0, which needed scientific innovation and technology. Because of that, education based on technology, especially in science, required an appropriate learning atmosphere. One of learning model that fulfills this need is blended learning that is integrated with scientific literacy. In the case of that, this study aims to determine the effect of blended learning tools on junior high school students' scientific literacy in the 21st century learning conditions, namely rotational flipped classroom. The research conducted was a quasi-experimental study with a pre-test post-test control group design. The sample consisted of two classes with 68 junior high school students selected by purposive sampling and learning magnetism. The research data were analyzed using the N-gain test. The results showed that the students' scientific literacy increased with the medium and high categories for the N-gain score. Students' skills for each indicator of scientific literacy also significantly increased with the highest score on the first indicator of scientific literacy; they define phenomena scientifically. Blended learning tools that are integrated with scientific literacy indicators can be a good alternative to support students' scientific literacy.