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Exploration of Integrated Science-Physics Textbooks Based on Science Literacy Indicators: A Case Study in Kendari City Indonesia.

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Title: Exploration of Integrated Science-Physics Textbooks Based on Science Literacy Indicators: A Case Study in Kendari City Indonesia.
Authors: Fayanto, Suritno1 suritnofayanto@uho.ac.id, Sulthoni1 sulthoni.fip@um.ac.id, Wedi, Agus1 agus.wedi.fip@um.ac.id, Takda, Amiruddin2 amiruddintakda@uho.ac.id, Fadilah, Muhamad2 muhammadfadilah@gmail.com
Source: Anatolian Journal of Education. Apr2023, Vol. 8 Issue 1, p159-172. 14p.
Subject Terms: *Science textbooks, *Physics textbooks, *Classroom environment, Scientific literacy, Acquisition of data
Abstract: The purpose of this research is to analyze and describe learning textbooks that include elements of science literacy, particularly in the Integrated Science-Physics Test Book for junior high school grade VIII. This study is part of a quantitative descriptive study analyzing the content of science literacy elements contained in textbooks. The textbooks used come from two sources: science textbook for junior high school publisher form Erlangga and Publisher of Ministry of Education and Culture edition Revision 2017. The analyzed materials include (1) force and motion and (2) simple aircraft. The analyzed object of science literacy consists of four indicators: (1) science as science; (2) science as a method of investigation; (3) science as a way of thinking; and (4) science as a technology-society interaction. Data collection techniques are presented in the form of rubrics with descriptive analysis techniques. With a percentage of 46.5% for both textbook sources, the element of science as knowledge was found to be the most important part of science literacy. Furthermore, the element of science as a process of investigation amounted to 37.7%, followed by science as a process of thinking by 12.1%, and finally science as a process of interaction between technology and society by 3.6%. From the analysis results obtained, it is clear that each of the two test books has included aspects of science literacy in its physical science material, but the provision of material is still dominated by the knowledge of science compared to other aspects. Meanwhile, current learning conditions emphasize more on how to integrate learning in the form of STEM, which includes elements of science, technology, and society. Thus, the application of aspects of science literacy, particularly science as a thinking process and science as an interaction between technology and society, should be encouraged. [ABSTRACT FROM AUTHOR]
Copyright of Anatolian Journal of Education is the property of Anatolian Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Label: Title
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  Data: Exploration of Integrated Science-Physics Textbooks Based on Science Literacy Indicators: A Case Study in Kendari City Indonesia.
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  Data: <searchLink fieldCode="AR" term="%22Fayanto%2C+Suritno%22">Fayanto, Suritno</searchLink><relatesTo>1</relatesTo><i> suritnofayanto@uho.ac.id</i><br /><searchLink fieldCode="AR" term="%22Sulthoni%22">Sulthoni</searchLink><relatesTo>1</relatesTo><i> sulthoni.fip@um.ac.id</i><br /><searchLink fieldCode="AR" term="%22Wedi%2C+Agus%22">Wedi, Agus</searchLink><relatesTo>1</relatesTo><i> agus.wedi.fip@um.ac.id</i><br /><searchLink fieldCode="AR" term="%22Takda%2C+Amiruddin%22">Takda, Amiruddin</searchLink><relatesTo>2</relatesTo><i> amiruddintakda@uho.ac.id</i><br /><searchLink fieldCode="AR" term="%22Fadilah%2C+Muhamad%22">Fadilah, Muhamad</searchLink><relatesTo>2</relatesTo><i> muhammadfadilah@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Anatolian+Journal+of+Education%22">Anatolian Journal of Education</searchLink>. Apr2023, Vol. 8 Issue 1, p159-172. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Science+textbooks%22">Science textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+textbooks%22">Physics textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literacy%22">Scientific literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Acquisition+of+data%22">Acquisition of data</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this research is to analyze and describe learning textbooks that include elements of science literacy, particularly in the Integrated Science-Physics Test Book for junior high school grade VIII. This study is part of a quantitative descriptive study analyzing the content of science literacy elements contained in textbooks. The textbooks used come from two sources: science textbook for junior high school publisher form Erlangga and Publisher of Ministry of Education and Culture edition Revision 2017. The analyzed materials include (1) force and motion and (2) simple aircraft. The analyzed object of science literacy consists of four indicators: (1) science as science; (2) science as a method of investigation; (3) science as a way of thinking; and (4) science as a technology-society interaction. Data collection techniques are presented in the form of rubrics with descriptive analysis techniques. With a percentage of 46.5% for both textbook sources, the element of science as knowledge was found to be the most important part of science literacy. Furthermore, the element of science as a process of investigation amounted to 37.7%, followed by science as a process of thinking by 12.1%, and finally science as a process of interaction between technology and society by 3.6%. From the analysis results obtained, it is clear that each of the two test books has included aspects of science literacy in its physical science material, but the provision of material is still dominated by the knowledge of science compared to other aspects. Meanwhile, current learning conditions emphasize more on how to integrate learning in the form of STEM, which includes elements of science, technology, and society. Thus, the application of aspects of science literacy, particularly science as a thinking process and science as an interaction between technology and society, should be encouraged. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Anatolian Journal of Education is the property of Anatolian Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.29333/aje.2023.8111a
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        Text: English
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      – SubjectFull: Physics textbooks
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      – SubjectFull: Classroom environment
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      – SubjectFull: Scientific literacy
        Type: general
      – SubjectFull: Acquisition of data
        Type: general
    Titles:
      – TitleFull: Exploration of Integrated Science-Physics Textbooks Based on Science Literacy Indicators: A Case Study in Kendari City Indonesia.
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            NameFull: Wedi, Agus
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              Text: Apr2023
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