MISEIC 2020

Surabaya,  October 03, 2020

 

Readability and Product Implementation of Bacterial Textbook Based on Science, Technology, Environment, Society-Literacy (STESL) Strategy to Improve Scientific Literacy Skills of 10^th Grade Students

Trias J. Susanti*

 

*SMAN 2 Pamekasan, Indonesia.

(E-mail: susantitrias@gmail.com)

 

ABSTRACT

Scientific literacy is the ability to use scientific knowledge in everyday life. Scientific literacy skills can be taught in schools, one of which is through textbooks that integrate science, technology, environment, and society as the main topics in life. Bacterial content in Biology is one of the topics related to those four integrations. The results of observations on four textbooks which commonly used by 10^th grade students in school showed a lack of features for students to practice scientific literacy. Most of the contents were only focused on theory. Based on the results of the theoretical feasibility of this book in previous studies which showed very valid results, trials must be carried out first before it is used in the classroom. Therefore, this study was aimed to describe the empirical feasibility of STESL (science, technology, environment, and society-literacy)–based textbook on bacterial content to improve scientific literacy skills of 10^th grade students.

Writing a textbook in Indonesia must be in accordance with BPSDMP-PMPs writing guides that are theoretically and empirically feasible. Empirical feasibility was known through readability and product implementation which included effectiveness and students’ responses. Previous studies that developed STESL-based textbooks on ecological content showed good results and positive responses from trial tested.

This study used a 4D (Define, Design, Develop, and Disseminate) development model but without the Disseminate step. This empirical feasibility trial was at the Develop step which included readability test, effectiveness, and students’ responses. Readability was obtained using Fry formula in four parts of paragraphs in the book and from direct responses. To obtain the effectiveness and its responses, a limited trial was carried out to 16 students of 10^th grade students of SMAN 2 Mojokerto in 2018. The instrument used to acquire the effectiveness of scientific literacy exercises were two features in the zona STESL which referred to the STESL indicators, then the progress was seen through the completeness of each indicator. Students’ responses were obtained through a questionnaire.

The results showed that the readability was appropriate for used by 10^th grade students.

Table 1. Readability analysis in four samples of paragraphs using Fry Formula

Sample

Part of

Page

Amount of sentences

Amount of syllables

Level on Fry’s Graphic

1.

Paragraph I of Chapter I Introduction

2

6

156,6

10

2.

Paragraph I of Fakta bio

5

4

148,2

10

3.

Paragraph I of Zona STESL

19

5

150,6

9

4.

Paragraph IV of Mari Berliterasi

31

6,3

160

10

 

Effectiveness result showed the completeness average of each scientific literacy indicator that was 85.43%.

 

Figure 1. Completeness average of each scientific literacy indicator

 

In addition, the survey showed very positive responses that were 97.5%.

 

Figure 2. Responses criteria using bacterial textbook based on STESL strategy

 

Overall, this whole process of bacterial textbook development, especially in readability and product implementation aspect showed good results which proved that bacterial textbook based on STESL strategy was ready to use for 10^th grade students in the classroom. Recommendation for the further research is to review applying textbooks in the classroom.

 

Keywords: Product implementation, readability, scientific literacy, STESL, textbook