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Concept acquisition and scientific literacy of physics within inquiry-based learning for STEM Education

Journal of physics. Conference series, 2021-03, Vol.1835 (1), p.12012 [Peer Reviewed Journal]

2021. This work is published under http://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1742-6588 ;EISSN: 1742-6596 ;DOI: 10.1088/1742-6596/1835/1/012012

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  • Title:
    Concept acquisition and scientific literacy of physics within inquiry-based learning for STEM Education
  • Author: Yuliati, Lia ; Yogismawati, Fitrika ; Purwaningsih, Endang ; Affriyenni, Yessi
  • Subjects: Context ; Inquiry method ; Learning ; Literacy ; Mathematics education ; Physics ; Quality of education ; Sampling methods ; Science education ; STEM education ; Students ; Taxonomy ; Technical education ; Technology education
  • Is Part Of: Journal of physics. Conference series, 2021-03, Vol.1835 (1), p.12012
  • Description: Abstract This research to describe the acquisition of concepts and scientific literacy of students, especially in physics material, namely Newton’s Law, in inquiry-based learning for STEM education. This research is non-experimental research with descriptive and correlational approaches. The concept acquisition of students is explored based on Bloom’s Taxonomy indicators and scientific literacy is explored based on 3 dimensions, namely the dimensions of content, context, and competence. The research sample was 34 high school grade X students in East Java Indonesia who were determined by purposive sampling technique. Data obtained from opened ended and observation questions. Data were analyzed with descriptive statistics and product-moment correlation (r = 0.88). The results showed that the acquisition of Physics concepts in C3 level students (medium category) 14.70%; C4 level (high category) 47.06%; and the C5 - C6 level (very high category) 38.23%. Whereas students’ scientific literacy in the context category was 34%, content 52%, and competence 14%. Students who have good concept acquisition, they have good scientific literacy tendencies.
  • Publisher: Bristol: IOP Publishing
  • Language: English
  • Identifier: ISSN: 1742-6588
    EISSN: 1742-6596
    DOI: 10.1088/1742-6596/1835/1/012012
  • Source: Open Access: IOP Publishing Free Content
    Geneva Foundation Free Medical Journals at publisher websites
    AUTh Library subscriptions: ProQuest Central
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