Literacy as a Differentiated Learning Strategy to Improve Students Science Literacy Competence

Abstract

This study aims to: (1) interpret the level of students science literacy competence in the topic of the human movement system; (2) interpret the effect of science literacy strategies on students science literacy competence in the same topic; and (3) examine the effectiveness of science literacy as a differentiated learning strategy to enhance students literacy competence. The research employed a pre-experimental method with a control group pretest-posttest design, involving two 11th-grade science classes at MAN 1 South Konawe as the experimental and control groups. Research instruments included a science literacy-based written test on the human movement system and an observation sheet for instructional implementation. Data were analyzed using descriptive and inferential statistics, including normality tests, homogeneity tests, t-tests, and N-Gain analysis to assess the effectiveness of the literacy-based strategy. Results showed that prior to the intervention, the students’ average pretest scores were categorized as basic. After the implementation of the science literacy strategy, the experimental class exhibited a significant improvement to a competent category, with posttest scores exceeding those of the control class. The N-Gain analysis confirmed that the science literacy strategy was more effective in enhancing students’ science literacy competence than conventional strategies. These findings affirm that the science literacy approach can serve as an effective alternative in promoting conceptual understanding and critical thinking skills, especially in biology education focusing on the human movement system. Hence, it is recommended for implementation in madrasa biology learning to support science literacy-based education quality improvement.

Keywords: science literacy, student competence, human movement system, learning effectiveness