Development of adaptive contextual teaching model of integrated science to improve digital age literacy on grade VIII students

Abstract

Literacy skills and integrated teaching are required in science education. However, both integrated teaching and literacy skills can't be implemented well. Solution of this problem is to develop adaptive contextual teaching model. Type of this research was research and development with ADDIE model. In limited field testing was used before and after design for one group sample. Research instruments consist of validity sheet of teaching model book, practicality assessment sheet of the implementation of teaching model and performance assessment sheet of students. Techniques of data analysis include descriptive statistics and paired comparison test. Results of this research indicate that: 1). contextual teaching model of integrated science is very valid with average value of 89.2, 2). implementation of adaptive contextual teaching model is practice according to science teachers and students respectively 85.78 and 92.50, and 3). implementation of adaptive contextual teaching model is effective to improve digital age literacy of students at 95% confidence level. Thus, this research implies that adaptive contextual teaching model of integrated science is able to promote digital age literacy of grade VIII students.