Research Article
Didactic Design Based on Student Responses to Practice Scientific Literacy with Using Marzano Learning Dimensions and Reading Infusion on Momentum Content
@INPROCEEDINGS{10.4108/eai.12-10-2019.2296484, author={Setiya Utari and Rattila Arinal Haque and Saeful Karim and Duden Saefuzaman and Muhamad Gina Nugraha and Eka Cahya Prima}, title={Didactic Design Based on Student Responses to Practice Scientific Literacy with Using Marzano Learning Dimensions and Reading Infusion on Momentum Content}, proceedings={Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia}, publisher={EAI}, proceedings_a={MSCEIS}, year={2020}, month={7}, keywords={scientific literacy competency dimensions of marzano learning and reading infusion}, doi={10.4108/eai.12-10-2019.2296484} }- Setiya Utari
Rattila Arinal Haque
Saeful Karim
Duden Saefuzaman
Muhamad Gina Nugraha
Eka Cahya Prima
Year: 2020
Didactic Design Based on Student Responses to Practice Scientific Literacy with Using Marzano Learning Dimensions and Reading Infusion on Momentum Content
MSCEIS
EAI
DOI: 10.4108/eai.12-10-2019.2296484
Abstract
This didactic was designed based on the results of student’s responses to scientific literacy (SL) competencies. Some of the student’s low responses related to the competencies of explaining scientific phenomena in aspects of building hypotheses, competencies in evaluating and designing the research results on aspects of exploring inquiry questions and competencies of interpreting data and evidence scientifically on the aspects of analyzing and interpreting data and drawing the right conclusion. Didactic design focused on studying momentum related to determining the velocity of the center of the particle system, to prove the validity of momentum conservation law and the relation between rocket speed and emitted gas. The experiment has been tested in the laboratory so it is possible to build tasks and right didactics design so that students have a positive perception in facilitating scientific literacy (SL) competencies.
