Empowering prospective teachers’ scientific and digital literacy through exploring-resuming integrated criticizing (ERIC) in biology classroom
Abstract
Prospective Science teachers need well-developed science and digital literacy to help the process of thinking, learning, communicating, working together, and working with their creativity. Unfortunately, various studies show that students' abilities regarding these two types of literacy still need to improve, especially in first-year students. This study aims to (1) analyze the potential impact of the ERIC learning model with the lesson study-based TPACK framework on science and digital literacy and (2) analyze the contribution of lesson study implementation during ERIC learning to the professional development of educators. This study used a concurrent mixed method. In-depth analysis through lesson study was conducted during the implementation of the ERIC learning model in a quasi-experimental setting. The collected data was then analyzed using the ANCOVA test to reveal the difference in mean scores between the experimental and control classes. At the same time, the results of learning observations and reflection on the lesson study phase were analyzed qualitatively. The results showed that the ERIC learning model with the TPACK framework had a significant effect on scientific and digital literacy. In addition, implementing lesson study enables educators to become more aware of students' learning difficulties and needs and, therefore, develop deeper knowledge about learning requirements
References
Adi, W. C. … Rofi’ah, N. L. (2020). Scientific Literacy Skills of Pre-Service Biology Teachers Based on Spent Years in University and Contributed Factors. Bioedukasi: Jurnal Biologi Dan Pembelajarannya, 18(2), 98–106. https://doi.org/10.19184/bioedu.v18i2.19878
Angraini, E. … Omar, N. (2022). Enhancing creativity in genetics using three teaching strategies-based TPACK model. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2196. https://doi.org/10.29333/ejmste/12697
Ardianto, D., & Rubini, B. (2016). Comparison of students’ scientific literacy in integrated science learning through model of guided discovery and problem based learning. Jurnal Pendidikan IPA Indonesia, 5(1), 31–37. https://doi.org/10.15294/jpii.v5i1.5786
Baharuddin, M. F. … Rahman, M. S. (2021). Evaluating the content validity of digital literacy instrument for school teachers in Malaysia through expert judgement. International Journal of Emerging Technology and Advanced Engineering, 11(7), 71–78. https://doi.org/10.46338/ijetae0721_09
Cassidy, J. … Grote-Garcia, S. (2016). Beyond the Common Core: Examining 20 Years of Literacy Priorities and Their Impact on Struggling Readers. Literacy Research and Instruction, 55(2), 91–104. https://doi.org/10.1080/19388071.2015.1136011
Cassidy, J. … Grote-Garcia, S. (2019). What’s Hot in Literacy 2018: Going Digital and Disciplinary. Literacy Research and Instruction, 58(1), 1–11. https://doi.org/10.1080/19388071.2019.1526860
Chaiyama, N. (2019). The development of blended leaning model by using active learning activity to develop learning skills in 21st century. International Journal of Information and Education Technology, 9(12), 880–886. https://doi.org/10.18178/ijiet.2019.9.12.1321
Chan, B. S. K. … Chiu, T. K. F. (2017). Digital Literacy Learning In Higher Education Through Digital Storytelling Approach. Journal of International Education Research (JIER), 13(1), 1–16. https://doi.org/10.19030/jier.v13i1.9907
Coldwell-Neilson, J. (2018). Digital Literacy Expectations in Higher Education. ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders, (November), 103–112.
Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research Fourth Edition. Pearson.
Darmawan, E. (2021). MODEL PEMBELAJARAN ERIC (Exploring-Resuming Integrated Criticizing). Magelang.
Dragoş, V., & Mih, V. (2015). Scientific Literacy in School. Procedia - Social and Behavioral Sciences, 209(July), 167–172. https://doi.org/10.1016/j.sbspro.2015.11.273
Fan, X., & Geelan, D. (2013). Enhancing Students’ Scientific Literacy In Science Education Using Interactive Simulations: A Critical Literature Review. Journal of Computers in Mathematics and Science Teaching, 32(2), 125–171. https://www.learntechlib.org/noaccess/39468/
Gormally, C. … Lut, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE Life Sciences Education, 11(4), 364–377. https://doi.org/10.1187/cbe.12-03-0026
Irmita, L., & Atun, S. (2018). The influence of Technological Pedagogical and Content Knowledge (TPACK) approach on science literacy and social skills. Journal of Turkish Science Education, 15(3), 27–40. https://doi.org/10.12973/tused.10235a
Kaeophanuek, S. … Nilsook, P. (2018). How to Enhance Digital Literacy Skills among Information Sciences Students. International Journal of Information and Education Technology, 8(4), 292–297. https://doi.org/10.18178/ijiet.2018.8.4.1050
Khan, N. … Khan, S. (2022). Connecting digital literacy in higher education to the 21st century workforce Nasreen Khan Abdullah Sarwar Tan Booi Chen Recommended citation : Connecting digital literacy in higher education to the 21st century workforce. Knowledge Management & E-Learning, 14(1), 46–61. https://eric.ed.gov/?id=EJ1348223
Khotimah, R. P. … Murtiyasa, B. (2023). The effectiveness of the STEMDISLEARN module in improving students’ critical thinking skills in the differential equations course. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2220233
Klucevsek, K. (2017). The intersection of information and science literacy. Communications in Information Literacy, 11(2), 354–365. https://doi.org/10.15760/comminfolit.2017.11.2.7
Luu, K., & Freeman, J. G. (2011). An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and Australia. Computers and Education, 56(4), 1072–1082. https://doi.org/10.1016/j.compedu.2010.11.008
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. United Kingdom: SAGE Publications Ltd.
Nisa, A., & Setiyawati, D. (2019). A Systematic Review of Digital Literacy Training for High School Students. 353(IcoSIHESS), 376–381. https://doi.org/10.2991/icosihess-19.2019.65
Nugraeni, M. H., & Paidi. (2021). Instructional designs to promote scientific literacy on students and teachers: A review study. Journal of Physics: Conference Series, 1788(1), 0–8. https://doi.org/10.1088/1742-6596/1788/1/012042
Nurdiani, N. … Priyandoko, D. (2019). Preparing 21st-century teacher candidates through embryology learning with technological pedagogical and content knowledge (TPACK) framework. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022113
Oztemel, E., & Gursev, S. (2020). Literature review of Industry 4.0 and related technologies. Journal of Intelligent Manufacturing, 31(1), 127–182. https://doi.org/10.1007/s10845-018-1433-8
Prause, G., & Atari, S. (2017). On sustainable production networks for industry 4.0. Entrepreneurship and Sustainability Issues, 4(4), 421–431. https://doi.org/10.9770/jesi.2017.4.4(2)
Putra, M. I. S. … Jatmiko, B. (2016). The development of guided inquiry science learning materials to improve science literacy skill of prospective mi teachers. Jurnal Pendidikan IPA Indonesia, 5(1), 83–93. https://doi.org/10.15294/jpii.v5i1.5794
Rizal, R. … Rusdiana, D. (2019). Digital literacy of preservice science teacher. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022058
Rock, T. C., & Wilson, C. (2005). Improving teaching through lesson study. Teacher Education Quarterly, 32(1), 77–92. https://doi.org/10.1088/1742-6596/1006/1/012010
Schmid, M. … Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115(September 2020), 106586. https://doi.org/10.1016/j.chb.2020.106586
Shopova, T. (2014). Digital literacy of students and its improvement at the university. Journal on Efficiency and Responsibility in Education and Science, 7(2), 26–32. https://doi.org/10.7160/eriesj.2014.070201
Sukmawati, I. … Darmawan, E. (2018). Overview of Information Literacy Proficiency Among First Year Students of Biology Education Study Program in Universitas Tidar. Indonesian Journal of Biology Education, 1(1). https://doi.org/10.31002/ijobe.v1i1.995
Suwono, H. … Susilo, H. (2017). Enhancement of students’ biological literacy and critical thinking of biology through socio-biological case-based learning. Jurnal Pendidikan IPA Indonesia, 6(2), 213–222. https://doi.org/10.15294/jpii.v6i2.9622
Suwono, Hadi … Yuenyong, C. (2022). The Development and Validation of an Instrument of Prospective Science Teachers’ Perceptions of Scientific Literacy. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), 1–16. https://doi.org/10.29333/ejmste/11505
Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering Scientific Literacy and Critical Thinking in Elementary Science Education. International Journal of Science and Mathematics Education, 14(4), 659–680. https://doi.org/10.1007/s10763-014-9605-2
Vrana, R. (2012). Teaching scientific literacy by the help of ICT. MIPRO 2012 - 35th International Convention on Information and Communication Technology, Electronics and Microelectronics - Proceedings, 1347–1352.
Wardhani, D. … Dwityas, N. A. (2019). Digital Literacy: A Survey Level Digital Literacy Competence among University Students in Jakarta. International Journal of English Literature and Social Sciences, 4(4), 1131–1138. https://doi.org/10.22161/ijels.4434
Copyright (c) 2024 Biosfer: Jurnal Pendidikan Biologi

This work is licensed under a Creative Commons Attribution 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.