ADIWIYATA; MODEL OF BUILDING SCIENCE LITERACY OF BASIC SCHOOL STUDENTS IN 21ST CENTURY
Abstract
The rapid development and progress of the times became one of the important phenomena of the birth of 21st Century education. This gave a signal that it is time for young people to be equipped with various soft skills to make them as a generation that has an open insight in developing the times. One of the current efforts that can be done in equipping the younger generation, especially in elementary school students, is to utilize the AdiwiyataÔÇÖs program (School of Environmental Care) as a step to building scientific literacy values that will provide them with an understanding related to content, context, attitude, and the process of how to apply science in everyday life. One of the supporting components of the AdiwiyataÔÇÖs school that can be used as a step to cultivate literate openness to science is the existence of green houses, living pharmacies, and slogans in the form of scientific images attached along the walls of the school. These components indirectly give effect in the form of knowledge and scientific concepts that can later be applied in everyday life. The scientific literacy aspect resulted from the existence of several adiwiyata components in the form of openness of students' insight into the use of bethadine leaves as first aid for their fallen and bleeding friends. The application implicitly has penetrated the aspects of content literacy, concepts, attitudes, and scientific processes. It can be concluded that the Adiwiyata school is a school with the Environmental Care Program as one of the gateways to instill scientific literacy values in elementary school students.References
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Asyhar, Rayandra. (2012). Kreatif Mengembangkan Media Pembelajaran. Jakarta : Referensi.
Bybee, Rodger. W. (2010). Scientific Literacy in Environmental and Health Education. International Conference Environment & Health in Science Education. Switzerland.
Deswari, Nuri. 2016. Upaya Peningkatan Environmental Literasi di sekolah Adiwiyata (Penelitian Naturalistik Inquiry di SDn 138 Pekanbaru). Tesis. Universitas Pendidikan Indonesia. Bandung.
Hoolbrook, Jack dan Rannikmae, Miia. (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education, Vol. 4, No. 3, July 2009, 275 – 288.
Nuryani, Y. Rustaman. (2004). Literasi Sains Anak Indonesia 2000 dan 2003. Bandung : Universitas Pendidikan Indonesia.
OECD. (2007). PISA 2006 Scientific Literacy Framework. [online] (http://oecd.org.dataoecd/35/23/419120105.pdf. diakses pada tanggal 26 Maret 2016.
OECD. (2009) PISA 2006 Technical Report {online}. (http://www.oecd.org , diakses pada tanggal 26 Maret 2016)
OECD. (2010) PISA 2009 Results: What Student Performance in Reafing, Mathematics and Science, http://www.oecd.org/pisa/pisaproducts/48852548. diakses pada tanggal 26 Maret 2016)
OECD. (1999) Measuring Student Knowledge and Skills – Organization for Economic Co-Operation and Development. http://www.oecd.org./dataoecd/.../3369399. diakses pada tanggal 26 Maret 2016)
PISA. (2006). Science Competencies for Tomorrow’s World. Organisation for Economic Co-operation and Development (OECD).
Susilastri, S. Dwi & Rustaman, NY. (2015). Students’ Environmental Literacy Profile in School Based Nature and in School that Impelement the Adiwiyata’s program. Seminar Nasional Konservasi dan Pemanfaatam Sumberdaya Alam tahun 2015.
Wilson, Erica Beth. (2004). Environmental Education: Goals and Challenges. Departmen of Geography and Environmental Studies. Carleton University: Ottawa.
Wilson, Ruth. (2008). Nature and Young Children: Encouraging Creative Play and Learning in Nature Environments. New York: Routledge.
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2019-01-25
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