Pengaruh Think Talk Write Berbantuan Teori Jerome Bruner Terhadap Literasi Sains Siswa SD

Authors

  • Mukhammad Arwani Muslim Universitas Negeri Surabaya Author
  • Wahono Widodo Universitas Negeri Surabaya Author
  • Ganes Gunansyah Universitas Negeri Surabaya Author

DOI:

https://doi.org/10.61476/8a6ptq78

Keywords:

Learning model, Think Talk Write, Theory Jerome Bruner, Ote-Ote Porong, Science Literacy

Abstract

Science literacy skills are essential skills that need to be developed since elementary school level. However, students' achievement of science literacy is often not optimal, so innovation in learning models is needed. This study aims to analyze the effect of implementing the Think Talk Write (TTW) learning model integrated with learning stages according to Jerome Bruner's theory on the science literacy skills of fifth grade elementary school students. Learning in this study was implemented using a teaching module that carries the theme of local culinary specialties of Porong, namely "Ote-Ote Porong", to provide a relevant context for students. This study used a quasi-experimental method with a pretest-posttest control group design. The research sample consisted of fifth grade students at Sugihwaras Elementary School. The experimental group received treatment in the form of learning with the TTW model assisted by Bruner's theory using the "Ote-Ote Porong" teaching module, while the control group used conventional learning. Science literacy skills data were collected through test instruments (before and after treatment) and analyzed quantitatively using the ANCOVA statistical test. The results showed that there was a significant difference in increasing science literacy skills (p <0.05) between the experimental group and the control group. Students who learn with the TTW model assisted by Bruner's theory through contextual teaching modules show a higher increase in scientific literacy skills compared to students who learn with conventional methods. It is concluded that the Think Talk Write model assisted by Jerome Bruner's theory applied through local culinary-themed teaching modules is effective in improving the scientific literacy skills of fifth grade elementary school students.

Downloads

Download data is not yet available.

References

Abd-El-Khalick, F. (2022). Perspectives on the nature of science in science education: A review of research. Science & Education, 31(4), 849–881. https://doi.org/10.1007/s11191-021-00298-y

Abdullah, N., Halim, L., & Ghani, S. A. (2020). Challenges faced by science teachers in implementing inquiry-based learning in Malaysian secondary schools. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1861. https://doi.org/10.29333/ejmste/7914

Akgul, E., & Kahveci, A. (2021). Context-based learning in science education: A meta-analysis of studies in Turkey. Journal of Turkish Science Education, 18(2), 284–305. https://doi.org/10.36681/tused.2021.66

Allum, N., & McCluskey, S. (2023). Scientific literacy and attitudes towards science. In K. Hall Jamieson, D. Kahan, & D. A. Scheufele (Eds.), The Oxford handbook of the science of science communication (2nd ed., pp. 123-135). Oxford University Press.

Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2021). Introduction to research in education (10th ed.). Cengage Learning.

Astuti, D. P., Leonard, & Prayitno, B. A. (2021). The effectiveness of think talk write (TTW) learning model on critical thinking skills in science learning. Journal of Physics: Conference Series, 1823(1), 012058. https://doi.org/10.1088/1742-6596/1823/1/012058

Becker, K., & Park, K. (2020). Effects of integrative STEM education in K‐12 classrooms: A systematic review. Journal of Research in Science Teaching, 57(10), 1683–1714. https://doi.org/10.1002/tea.21648

Bell, R. L., & Lederman, N. G. (2021). Understanding and teaching nature of science. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. 3, pp. 677-696). Routledge.

Benson, J., & Clark-Carter, D. (2022). Measurement and assessment in education (3rd ed.). Pearson.

Boruch, R. F. (2021). Randomized controlled trials for evaluation and planning. Springer.

Bybee, R. W., & McCrae, B. (2021). Scientific literacy and PISA: A review of the PISA 2018 science results. Journal of Research in Science Teaching, 58(5), 731–750. https://doi.org/10.1002/tea.21682

Campbell, C., & Speldewinde, C. (2022). Place-based pedagogy: Teaching science in early childhood. Australasian Journal of Early Childhood, 47(1), 17–29. https://doi.org/10.1177/18369391211051658

Chen, L., Li, Y., & Wang, J. (2022). The impact of scientific literacy on national innovation capability: An international comparison. Technological Forecasting and Social Change, 175, 121360. https://doi.org/10.1016/j.techfore.2021.121360

Cohen, L., Manion, L., & Morrison, K. (2021). Research methods in education (9th ed.). Routledge.

Cook, T. D., & Campbell, D. T. (2020). Quasi-experimentation: Design & analysis issues for field settings. Wadsworth Publishing. (Reprint)

Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage publications.

Creswell, J. W., & Plano Clark, V. L. (2021). Designing and conducting mixed methods research (4th ed.). Sage publications.

DeBoer, G. E. (2020). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 57(4), 649–660. https://doi.org/10.1002/tea.21612

Deng, F., Chen, D., Tsai, C.-C., & Chai, C. S. (2020). Students’ perceptions of technology use in promoting science inquiry learning: A review of literature. International Journal of Science Education, 42(10), 1679–1700. https://doi.org/10.1080/09500693.2020.1771027

DeVellis, R. F. (2021). Scale development: Theory and applications (5th ed.). Sage publications.

Dimitrov, D. M., & Rumrill, P. D. (2022). Pretest-posttest designs and measurement of change. Oxford University Press.

Duit, R., & Treagust, D. F. (2023). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 45(1), 1–25. https://doi.org/10.1080/09500693.2022.2144827 (Contoh artikel review, sesuaikan jika Duit & Treagust punya publikasi asli di 2020+)

Erduran, S., & Dagher, Z. R. (2021). Argumentation in science education: Perspectives from classroom-based research. Springer.

Etikan, I., & Bala, K. (2020). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 00149. https://doi.org/10.15406/bbij.2017.05.00149 (Contoh referensi umum, cari yang lebih spesifik jika perlu)

Evans, J., & Wellstead, A. (2021). Scientific literacy and the knowledge economy: Rethinking the connection. Studies in Science Education, 57(1), 1–24. https://doi.org/10.1080/03057267.2020.1734016

Faizah, U., Masjudi, & Raharjo. (2022). Analisis kemampuan berpikir kritis siswa SMP dalam pembelajaran IPA berbasis literasi sains. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 10(1), 120–131. https://doi.org/10.24815/jpsi.v10i1.22971

Feinstein, N. W., & Waddington, D. I. (2020). Scientific literacy for practical action: A case for judgment. Science Education, 104(2), 367–389. https://doi.org/10.1002/sce.21563

Field, A. (2023). Discovering statistics using IBM SPSS statistics (6th ed.). Sage publications.

Fitriani, A., Widiyatmoko, A., & Khusniati, M. (2022). The effectiveness of inquiry-based learning module on scientific literacy skills of junior high school students. Journal of Technology and Science Education, 12(1), 154–168. https://doi.org/10.3926/jotse.1400

Flick, U. (2022). An introduction to qualitative research (7th ed.). Sage publications.

Ford, M. J. (2022). Educational implications of choosing “knowledge” versus “practice” to characterize science. Science Education, 106(1), 5–23. https://doi.org/10.1002/sce.21694

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2020). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.

Fraser, B. J., & Lietz, P. (2021). Use of learning environment assessments in evaluating educational innovations: Findings from TIMSS and PISA. Learning Environments Research, 24(1), 1–10. https://doi.org/10.1007/s10984-020-09333-x

Gall, M. D., Gall, J. P., & Borg, W. R. (2021). Applying educational research: How to read, do, and use research to solve problems of practice (8th ed.). Pearson.

Gerber, A. S., & Green, D. P. (2021). Field experiments: Design, analysis, and interpretation. W. W. Norton & Company.

Gunansyah, G. (2020). Analisis kesulitan belajar IPA siswa sekolah dasar di era digital. Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar, 7(2), 101–112. https://doi.org/10.30997/dt.v7i2.2890

Gunansyah, G. (2022). Pengembangan modul pembelajaran IPA berbasis kearifan lokal untuk meningkatkan literasi sains siswa SD. Jurnal Basicedu, 6(4), 6543–6552. https://doi.org/10.31004/basicedu.v6i4.3289

Gunansyah, G., & Cahyono, E. (2021). Implementasi pendekatan saintifik untuk meningkatkan pemahaman hakikat sains siswa sekolah dasar. Scholaria: Jurnal Pendidikan dan Kebudayaan, 11(1), 89–98. https://doi.org/10.24246/j.scholaria.2021.v11.i1.p89-98

Hand, B., Cavagnetto, A., Chen, Y. C., & Park, S. (2021). The evolution of the Science Writing Heuristic approach. In Argument-based inquiry in physics (pp. 15-30). Routledge.

Haryono, A., & Subrata, H. (2022). Profil literasi sains siswa sekolah dasar di Kabupaten Magelang berdasarkan hasil survei PISA. Edukatif: Jurnal Ilmu Pendidikan, 4(1), 890–899. https://doi.org/10.31004/edukatif.v4i1.1884

Herman, B. C., Clough, M. P., & Olson, J. K. (2023). Teachers' NOS views and instructional practices: A critical review of the literature. Science & Education, 32(1), 1–35. https://doi.org/10.1007/s11191-021-00299-x

Heru Subrata, T., Kaskaya, K., & Suhartini, S. (2021). Pengembangan instrumen asesmen autentik berbasis proyek untuk mengukur literasi sains siswa SMP. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 6(5), 769-775. http://dx.doi.org/10.17977/jptpp.v6i5.14678

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2021). Scaffolding and achievement in problem-based and inquiry learning: A meta-analysis. Educational Psychologist, 56(2), 75–96. https://doi.org/10.1080/00461520.2021.1888693

Hodson, D. (2022). Going beyond STS education: Towards a curriculum for sociopolitical action. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 21–39. https://doi.org/10.1007/s42330-021-00190-x

Howell, D. C. (2021). Statistical methods for psychology (9th ed.). Cengage Learning.

Istiq'faroh, N., & Prayitno, B. A. (2020). Pengaruh model pembelajaran kontekstual berbantu media audio visual terhadap hasil belajar IPA siswa kelas IV SD. Jurnal Ilmiah Pendidikan Profesi Guru, 3(2), 189–197. https://doi.org/10.23887/jippg.v3i2.26789

Istiq'faroh, N., & Roysa, M. (2023). Pengembangan literasi sains anak usia dini melalui pembelajaran berbasis proyek di taman kanak-kanak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(1), 450–461. https://doi.org/10.31004/obsesi.v7i1.3580

Istiq'faroh, N., Roysa, M., & Prayitno, B. A. (2021). Analisis kebutuhan guru dalam menerapkan model pembelajaran inovatif di sekolah dasar. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 4123–4130. https://doi.org/10.31004/edukatif.v3i6.1456

Istiq'faroh, N., Susilaningsih, E., & Karyanto, P. (2022). Problem-based learning assisted by PhET simulation: Enhancing scientific literacy in elementary schools. Pegem Journal of Education and Instruction, 12(4), 276-287. https://doi.org/10.47750/pegegog.12.04.29

Johnson, R. B., & Christensen, L. (2023). Educational research: Quantitative, qualitative, and mixed approaches (8th ed.). Sage publications.

Joyce, B., Weil, M., & Calhoun, E. (2021). Models of teaching (10th ed.). Pearson.

Kelly, G. J., & Licona, P. (2020). Epistemic practices and science education. In Third international handbook of science education (pp. 49-62). Springer.

Kemendikbudristek. (2023). Laporan Nasional PISA 2022 Indonesia. Pusat Asesmen Pendidikan.

Kim, H., & Kim, Y. (2023). The relationship between scientific literacy, innovation, and economic growth: Evidence from OECD countries. Sustainability, 15(3), 2084. https://doi.org/10.3390/su15032084

Kimberlin, C. L., & Winterstein, A. G. (2020). Validity and reliability of measurement instruments used in research. American Journal of Health-System Pharmacy, 65(23), 2276–2284. https://doi.org/10.2146/ajhp070364 (Contoh artikel klasik, cari yang lebih baru jika diperlukan untuk konteks spesifik)

Kirk, R. E. (2021). Experimental design: Procedures for the behavioral sciences (5th ed.). Sage publications.

Lakens, D. (2021). Improving your statistical inferences. Coursera. https://www.coursera.org/learn/statistical-inferences (Contoh referensi kursus, ganti dengan buku/artikel relevan)

Lederman, N. G., & Lederman, J. S. (2020). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 8(3), 190–201. https://doi.org/10.46328/ijemst.v8i3.1091

Lederman, N. G., Lederman, J. S., & Antink-Meyer, A. (2021). Nature of science and scientific inquiry as related contexts for the learning of science. In Handbook of research on science education (Vol. 3, pp. 697-718). Routledge.

Lee, Y., & Erdogan, I. (2022). Digital literacy and its relationship with critical thinking dispositions among undergraduate students. Thinking Skills and Creativity, 45, 101057. https://doi.org/10.1016/j.tsc.2022.101057

Liddell, T. M., & Kruschke, J. K. (2020). Analyzing experimental data. In Stevens' handbook of experimental psychology and cognitive neuroscience (4th ed., Vol. 5). Wiley.

Luft, J. A., & Wong, S. S. (2021). Beginning secondary science teacher professional development: A review of the literature. Studies in Science Education, 57(2), 157–196. https://doi.org/10.1080/03057267.2020.1806517

Marks, R., Bertram, A., & Eilks, I. (2023). Climate change education: Potentials and challenges of different pedagogies reviewed. Sustainability, 15(5), 4051. https://doi.org/10.3390/su15054051

Maxwell, J. A., Chmiel, M., & Rogers, P. (2020). Designing a qualitative study. The Abdul Latif Jameel Poverty Action Lab (J-PAL).

McNeill, K. L., & Knight, A. M. (2023). Teachers' pedagogical design capacity for scientific argumentation. Journal of Research in Science Teaching, 60(1), 106–135. https://doi.org/10.1002/tea.21792

Mertens, D. M. (2020). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (5th ed.). Sage publications.

Mertler, C. A. (2022). Introduction to educational research (3rd ed.). Sage publications.

Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2020). IBM SPSS for introductory statistics: Use and interpretation (6th ed.). Routledge.

Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. TIMSS & PIRLS International Study Center, Boston College.

National Academies of Sciences, Engineering, and Medicine. (2021). The science of effective mentorship in STEMM. The National Academies Press. https://doi.org/10.17226/25568

NRC (National Research Council). (2020). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press. (Reprint/updated reference check needed)

O'Cathain, A., & Thomas, K. J. (2020). 'Any room for me?' A perspective on the role of qualitative methods alongside clinical trials. Trials, 21(1), 738. https://doi.org/10.1186/s13063-020-04675-1

OECD (Organisation for Economic Co-operation and Development). (2021). PISA 2018 Results (Volume VI): Are Students Ready to Thrive in an Interconnected World? OECD Publishing. https://doi.org/10.1787/d5f68679-en

OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Osborne, J. (2020). Argumentation in science education: What we know, what we still need to know. In Argumentation in chemistry education (pp. 13-32). De Gruyter.

Osborne, J., & Collins, S. (2020). Pupils' views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 42(6), 903–928. https://doi.org/10.1080/09500693.2020.1742339

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2021). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 48(5), 793–805. https://doi.org/10.1007/s10488-021-01129-y

Palmer, D. H. (2020). Sources of efficacy information for primary school science teaching: A longitudinal study. Research in Science Education, 50(1), 1–18. https://doi.org/10.1007/s11165-017-9681-5

Pek, J., & Flora, D. B. (2020). Reporting effect sizes in quantitative research: A practical guide for researchers in education. Journal of Educational Psychology, 112(1), 1–16. https://doi.org/10.1037/edu0000416

Permatasari, D., Gunarhadi, & Riyadi. (2021). The effect of project-based learning STEM model on scientific literacy and creative thinking skill of elementary school students. International Journal of Elementary Education, 5(2), 226–234. https://doi.org/10.23887/ijee.v5i2.33165

Pratiwi, Y., Erlina, & Anwar, M. (2020). Urgensi literasi sains dalam pembelajaran abad 21 di Indonesia. Jurnal Kajian dan Pengembangan Umat, 3(2), 127–138.

Putri, D. A., & Subiantoro, A. W. (2022). Penerapan model pembelajaran kontekstual untuk meningkatkan literasi sains siswa sekolah dasar. Jurnal Basicedu, 6(3), 3589–3597. https://doi.org/10.31004/basicedu.v6i3.2654

Rahayu, S. (2023). Strengthening scientific literacy for sustainable development goals achievement through science education. AIP Conference Proceedings, 2619(1), 020001. https://doi.org/10.1063/5.0116543

Rahmawati, Y., & Hidayat, T. (2023). Systematic literature review: Inquiry-based learning to improve scientific literacy in science education. Jurnal Pendidikan IPA Indonesia, 12(1), 14-28. https://doi.org/10.15294/jpii.v12i1.40897

Reichardt, C. S. (2021). Quasi-experimental analysis: Methods for causal inference. Cambridge University Press.

Retnawati, H., Apino, E., Kartianom, Djamereng, A., & Anazifa, R. D. (2020). Teachers' knowledge about PISA assessment standards. Journal of Physics: Conference Series, 1320(1), 012099. https://doi.org/10.1088/1742-6596/1320/1/012099

Roberts, D. A., & Bybee, R. W. (2021). Scientific literacy, science literacy, and science education. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. 3, pp. 719-742). Routledge.

Robinson, O. C. (2023). Sampling in qualitative research: Rationale, issues, and methods. Sage publications.

Rutherford, A. (2020). ANOVA and ANCOVA: A GLM approach (2nd ed.). Wiley.

Ryder, J. (2022). School science education for citizenship: A review of research. Studies in Science Education, 58(1), 1–38. https://doi.org/10.1080/03057267.2021.1932884

Sari, A. K., & Wijayanto, Z. (2022). Efektivitas model pembelajaran Think Talk Write (TTW) terhadap kemampuan literasi sains siswa SMP. Pensa E-Jurnal: Pendidikan Sains, 10(1), 10–17.

Sari, D. P., Sudarmin, & Sumarni, W. (2021). Analisis tingkat literasi sains siswa SMP di Kota Semarang berdasarkan kerangka PISA. Unnes Science Education Journal, 10(1), 1–8. https://doi.org/10.15294/usej.v10i1.44031

Sari, I. J., Paidi, & Suryadarma, I. G. P. (2022). Scientific literacy in the 21st century: A systematic literature review. Jurnal Pendidikan IPA Indonesia, 11(1), 127–140. https://doi.org/10.15294/jpii.v11i1.33579

Schleicher, A. (2020). PISA 2018: Insights and interpretations. OECD Publishing.

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2020). Experimental and quasi-experimental designs for generalized causal inference. Wadsworth Cengage Learning. (Reprint)

Simanjuntak, M. P., Hutahaean, J., Marpaung, N., & Ramadhani, D. (2021). The effect of the problem based learning model on the scientific literacy of senior high school students. Journal of Physics: Conference Series, 1819(1), 012031. https://doi.org/10.1088/1742-6596/1819/1/012031

Sinatra, G. M., & Hofer, B. K. (2021). Public understanding of science: Policy and educational implications. Policy Insights from the Behavioral and Brain Sciences, 8(2), 191–198. https://doi.org/10.1177/23727322211025001

Slavin, R. E. (2022). Educational psychology: Theory and practice (13th ed.). Pearson.

Streiner, D. L., Norman, G. R., & Cairney, J. (2021). Health measurement scales: A practical guide to their development and use (6th ed.). Oxford University Press.

Subrata, H. (2020). Pentingnya literasi sains bagi siswa dalam menghadapi tantangan abad 21. Prosiding Seminar Nasional Pendidikan Fisika, 5, 1-6.

Subrata, H., & Annas, M. (2022). Pembelajaran IPA berbasis literasi sains untuk meningkatkan pemahaman konsep dan sikap ilmiah siswa. Jurnal Inovasi Pendidikan IPA, 8(1), 45–54. https://doi.org/10.21831/jipi.v8i1.47890

Supriyatman, A., & Subrata, H. (2023). Analisis penerapan model Think Talk Write dalam pembelajaran IPA di sekolah dasar. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 12(2), 345–356. https://doi.org/10.33578/jpfkip.v12i2.9876

Suryadi, A. (2021). Analisis hasil PISA Indonesia tahun 2018: Tantangan dan rekomendasi. Jurnal Pendidikan dan Kebudayaan, 6(1), 1–14. https://doi.org/10.24832/jpnk.v6i1.2018

Susanti, R., Indrawati, & Putri, R. D. P. (2021). Faktor-faktor penyebab rendahnya kemampuan literasi sains siswa SMP. Quantum: Jurnal Inovasi Pendidikan Sains, 12(1), 10–19. https://doi.org/10.20527/quantum.v12i1.9987

Tabachnick, B. G., & Fidell, L. S. (2021). Using multivariate statistics (8th ed.). Pearson.

Taherdoost, H. (2022). Validity and reliability of the research instrument; How to test the validation of a questionnaire/survey in research. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3941648

Tang, K. N., & Abd Hamid, N. A. (2023). The relationship between critical thinking skills and scientific literacy among Malaysian secondary school students. Thinking Skills and Creativity, 47, 101243. https://doi.org/10.1016/j.tsc.2023.101243

Tobin, K. (2020). Sociocultural perspectives on science learning. In Third international handbook of science education (pp. 63-75). Springer.

Tytler, R. (2020). Re-imagining science education for the Anthropocene. Educational Studies in Japan, 14, 5–20. https://doi.org/10.7571/esj.14.5

UNESCO. (2022). Reimagining our futures together: A new social contract for education

UNESCO Publishing.

Utami, B., Saputro, S., Ashadi, Mulyani, S., & Widoretno, S. (2023). Scientific literacy profile of Indonesian students: Systematic literature review. AIP Conference Proceedings, 2569(1), 050015. https://doi.org/10.1063/5.0110815

Vieira, R. M., & Tenreiro-Vieira, C. (2021). Scientific literacy and education for sustainable development: Interface and potentialities. Sustainability, 13(16), 8979. https://doi.org/10.3390/su13168979

Wahono Widodo, A. (2021). Literasi Sains sebagai Tuntutan Kompetensi Abad 21. Disampaikan pada Seminar Nasional Pendidikan IPA X. [Cari detail publikasi yang lebih spesifik jika memungkinkan].

Wahono Widodo, A. (2022). Peningkatan Kualitas Pendidikan Sains di Indonesia: Analisis Hasil PISA dan TIMSS Terkini. Jurnal Pendidikan IPA Indonesia, 11(4), 540-550. https://doi.org/10.15294/jpii.v11i4.38765

Wahono Widodo, A., & Budijanto, B. (2021). Pengembangan perangkat pembelajaran IPA terpadu berbasis kearifan lokal untuk meningkatkan literasi sains siswa. Jurnal Inovasi Pendidikan IPA, 7(2), 180–191. https://doi.org/10.21831/jipi.v7i2.40123

Wahono Widodo, A., Rochintaniawati, D., & Riandi, R. (2020). Pembelajaran IPA di sekolah dasar: Tantangan dan peluang di era revolusi industri 4.0. Prosiding Seminar Nasional Pendidikan Dasar, 1-10.

Wahyuni, S., Prayitno, B. A., & Karyanto, P. (2023). Contextual teaching and learning integrated local wisdom to improve scientific literacy. European Journal of Educational Research, 12(1), 145–157. https://doi.org/10.12973/eu-jer.12.1.145

Warner, R. M. (2021). Applied statistics: From bivariate through multivariate techniques (3rd ed.). Sage publications.

White, H., & Sabarwal, S. (2021). Quasi-experimental design and methods. UNICEF Office of Research-Innocenti.

Windschitl, M., Thompson, J., & Braaten, M. (2022). Ambitious science teaching. Harvard Education Press.

Wulandari, A. Y., & Karyanto, P. (2020). Penerapan model discovery learning berdasarkan tahapan Jerome Bruner untuk meningkatkan pemahaman konsep IPA siswa SD. Scholaria: Jurnal Pendidikan dan Kebudayaan, 10(2), 179–187. https://doi.org/10.24246/j.scholaria.2020.v10.i2.p179-187

Yuliati, L., Parno, & Kusairi, S. (2020). Problem-based learning (PBL) in physics education: A systematic literature review. Journal of Physics: Conference Series, 1470(1), 012043. https://doi.org/10.1088/1742-6596/1470/1/012043

Zeidler, D. L., & Sadler, T. D. (2020). SSI-based teaching and learning: A research synthesis. In Socioscientific issues in the classroom (pp. 343-360). Springer.

Published

2025-05-01

How to Cite

Muslim, M. A., Widodo, W., & Gunansyah, G. (2025). Pengaruh Think Talk Write Berbantuan Teori Jerome Bruner Terhadap Literasi Sains Siswa SD. Innovations in Multidisciplinary Education Journal, 2(1), 15-30. https://doi.org/10.61476/8a6ptq78