The Role of the ASICC-SLICES Model in Promoting Science Literacy and Collaboration Skills: A Pathway to Educational Sustainable Development

Nukhbatul Bidayati Haka; Alfiyani Leoninda; Meita Dwi Solviana; Hardiyansyah Masya; Hardiyansyah Masya; Nur Hidayah

doi:10.22373/biotik.v13i1.25969

The Role of the ASICC-SLICES Model in Promoting Science Literacy and Collaboration Skills: A Pathway to Educational Sustainable Development

Nukhbatul Bidayati Haka, Alfiyani Leoninda, Meita Dwi Solviana, Hardiyansyah Masya, Hardiyansyah Masya, Nur Hidayah

Abstract

The lack of science literacy and collaboration skills can hinder high school students in facing global challenges and supporting environmental sustainability actions. Therefore, developing science literacy and collaboration skills is crucial, particularly in biology education. The ASICC-SLICES model (Adapting, Searching, Interpreting, Creating, and Communicating based on Science Literacy Circles) enhances students' science literacy and collaboration skills. This quasi-experimental study, using a pretest-posttest control group design, aims to evaluate the effect of the ASICC-SLICES model on improving students' science literacy and collaboration skills and its contribution to Educational Sustainable Development. The study population consisted of tenth-grade students from a public high school in Lampung, with a sample of 70 students obtained using the Cluster Random Sampling technique. The research instruments included a science literacy test, questionnaires, observation sheets for collaboration skills, and documentation. Data were analyzed using MANOVA with an α of 0.05. The results showed that the implementation of the ASICC-SLICES model significantly improved students' science literacy and collaboration skills, with n-gain scores for the experimental and control groups (sig) 0.000<0.05 (α). These findings indicate that the ASICC-SLICES model contributes positively to students' awareness and actions in supporting environmental sustainability

Keywords

Collaboration Skills; Education Sustainable Development; ASICC-SLICES model ; Science Literacy

Full Text:

PDF

References

Daryanto and S. Karim, Pembelajaran Abad 21. Yogyakarta: Gava Media, 2017.

OECD, PISA 2022 Assesment and Analytical Framework. Paris: OECD Publishing, 2023.

J. Voogt, O. Erstad, C. Dede, and P. Mishra, “Challenges to Learning and Schooling in the Digital Networked World of the 21st Century,” Journal of Computer Assisted Learning, vol. 29, no. 5, pp. 403–413, 2013, doi: 10.1111/jcal.12029.

C. Gormally, B. Peggy, and M. Lutz, “Developing a Test of Scientific Literacy Skills (TOLS): Measuring Undergraduates Evaluation of Scientific Information and Arguments,” CBE-Life Sciences Education, vol. 11, no. 4, pp. 364–377, 2012, doi: 10.1187/cbe.12-03-0026.

I. K. Suparya, I Wayan Suastra, and I. B. Putu Arnyana, “Rendahnya Literasi Sains: Faktor Penyebab Dan Alternatif Solusinya,” JIPCB, vol. 9, no. 1, pp. 153–166, Mar. 2022, doi: 10.38048/jipcb.v9i1.580.

B. Trilling and C. Fadel, 21 St Century Skills. United States: John Wiley & Sons, 2009.

P. Anantyarta and R. L. I. Sari, “Keterampilan Kolaboratif Dan Metakognitif Melalui Multimedia Berbasis Means Ends Analysis,” vol. 2, no. 22, p. 2, 2017, doi: https://doi.org/10.32528/bioma.v2i2.821.

A. M. Santoso, P. R. Primandiri, S. Zubaidah, and M. Amin, “Improving student collaboration and critical thinking skills through ASICC model learning,” J. Phys.: Conf. Ser., vol. 1806, no. 1, p. 012174, Mar. 2021, doi: 10.1088/1742-6596/1806/1/012174.

T. G. P. Ali, “Implementasi Metode Science Literacy Circles (Slc) Pada Pendekatan Saintifik Untuk Meningkatkan Literasi Sains Siswa Kelas VIII,” Jurnal Ilmiah Pro Guru, vol. 4, no. 2, 2018.

C. D’Agostino, “Collaboration as an Essential School Social Work Skill,” Children & Schools, vol. 35, no. 4, pp. 248–251, Oct. 2013, doi: 10.1093/cs/cdt021.

Tabachnick and Fidell, Using Multivariate Statistic. Boston: Pearson Education, Inc, 2007.

K. S. Lyle, “Teaching Science Problem Solving: An Overview of Experimental Work,” Journal of Chemical Education, vol. 78, no. 9, pp. 1162–1163, 2002, doi: http://dx.doi.org/10.1021/ed078p1162.

H. Lestari and I. Rahmawati, “Pendidikan Pembangunan Berkelanjutan Dimensi Pelestarian Lingkungan Melalui Model Pembelajaran RADEC pada Pembelajaraan IPA di Sekolah Dasar,” Jurnal Kajian Islam Modern, vol. 08, no. 01, pp. 1–13, 2022.

S. Fajar, “The Effect Of Using Small Group Discussion In Teaching Reading Comprehension,” in Prosiding Seminar Nasional Pendidikan Universitas Subang (SENDINUSA), in 1, vol. 3. 2021, pp. 292–296. [Online]. Available: https://ejournal.unsub.ac.id/index.php/sendinusa/article/view/1321

H. Hanifah and A. Retnoningsih, “Penerapan Metode Science Literacy Circles Untuk Meningkatkan Kemampuan Literasi Sains Dan Sikap Peduli Lingkungan Pada Materi Perubahan Lingkungan,” vol. 8, no. 2, pp. 68–78, 2019, doi: https://doi.org/10.15294/ijc.v8i2.22685.

F. W. Hesse, E. Care, and J. Buder, A Framework for Teachable Collaborative Problem Solving Skills. New York: Springer, 2015.

N. Hidayati, S. Zubaidah, and S. Amnah, “Effective Learning Model Bases Problem Based Learning and Digital Mind Maps to Improve student ’s Collaboration Skills,” International Journal of Evaluation and Research in Education (IJERE), vol. 12, no. 3, pp. 1307–1314, 2023, doi: 10.11591/ijere.v12i3.22654.

N. Anggraini and K. Nazip, “Application of Science Literacy Circles Method Based on Local Reality to Improve Student’s Science Literacy,” SEJ: Science Education Journal, vol. 6, no. 1, pp. 23–33, 2022, doi: 10.21070/sej.v%vi%i.1619.

N. B. Haka, M. Arifiana, M. C. Ningrum, Y. Astuti, and N. Hidayah, “Creative Thinking And Collaboration Skills: Improved Learning With The CORE Model Of Biology Subjects,” phen, vol. 12, no. 2, pp. 255–269, Mar. 2023, doi: 10.21580/phen.2022.12.2.12359.

DOI: http://dx.doi.org/10.22373/biotik.v13i1.25969