Implementation of STS and PBL Models to Improve Students’

Critical Thinking Ability and Science Literacy

Emanuel Deda Seran¹, Ellianawati²

¹Elementary Education Departement, Postgraduate School of Semarang Satate
University, Jl. Keldu Utara III, Gajahmungkur, Semarang, Indonesia, 50237
²Department of Physics Education, Semarang State University Jl. Raya Sekaran-
Gunungpati, Semarang, Indonesia, 50299

dedaemanuel32@yahoo.com

Abstract. Learning Science in Elementary Schools should provide meaningful

things for students to deal with various problems that exist in the surrounding area.
With meaningful science learning will make students ready to solve various
problems that exist by using their thinking skills. Therefore, the learning provided is
not only the knowledge / concept of science, but also the process of science, and
science content or in other words science learning with scientific literacy concepts.
To improve critical thinking skills and scientific literacy, it is necessary to
implement the learning model of Science, Technology and Society (STS) and
Problem Based Learning (PBL) learning models. In implementing the two learning
models, each syntax will be integrated with the elements of scientific literacy and
aspects of scientific literacy. The purpose of integration is done so that teachers can
know the steps of learning and how to implement both learning models to improve
critical thinking skills and scientific literacy in science learning. STS and PBL
learning models will be implemented in two different classes. The method used in
this study is concurrent embedded Mix Methods, with qualitative data as primary
media. The primary data source in this study is class V students. By implementing
STS and PBL models, critical thinking skills such as the ability to damage problems,
provide arguments, make deductions, make deductions, and the ability to decide
solutions will increase. Besides that learning is not only science knowledge but
communication, science attitudes and student science content will also increase.

Keywords : Science Technology and Society, Problem Based Learning, Critical

Thinking, Science Literacy

1. Introduction
Science literacy is the ability to interpret science in everyday life, not just understanding theory
but can do and provide solutions to problems faced (Hariadi, et al, 2015: 2). According to Norris
& Philips (2003) in Hariadi, et al (2015; 2) scientific literacy is a term used to understand
science and the ability to think critically in solving problems using scientific expertise. There
are three dimensions of scientific literacy according to OECD (2009) in the Progress for
International Student Assessment (PISA) research, namely scientific concepts, scientific
processes, and scientific situations or application areas. The level of scientific literacy in
students can be achieved through a learning process that makes students use critical and logical
thinking.
Natural Sciences learning in elementary schools has not fully used scientific literacy as a
benchmark for learning success. This causes the literacy ability of students in elementary school
to be at the lowest level. Learning science in elementary school only focuses on students' ability
to fulfill academic goals (get good grades during the exam) and material completion without
regard to the scientific process and the application of science concepts in everyday life. For
example, when a daily test was held there were questions relating to the problems in the
community students were unable to solve the problem because what they often did was
memorize the material and science concept. Students cannot think critically to relate the
concepts of science that they have to solve these problems. This will certainly have an impact
on students' poor literacy skills in elementary school. Therefore, a learning method is needed
that can prepare students to have good competence and literacy in science and technology, able
to think logically, critically, creatively, argue correctly, can communicate and collaborate. One
example of learning that is meaningful for students in improving critical thinking skills and
scientific literacy in natural science learning is constructive learning. By learning constructivism
students are given the opportunity to use their minds in building their own knowledge.
Yuyu Yuliati's research (2017) said that in developing and developing scientific literacy skills
teachers can implement active student-oriented learning in understanding and applying the
concepts that have been learned to solve problems experienced by students in daily life. The
learning model that can be implemented by teachers in improving students' scientific literacy
skills is through Problem Based Learning Learning (PBL). Another study was also conducted
by Hariadi (2015), the results of the study stated that the use of PBL-based scientific literacy
learning devices had a significant effect on students' critical thinking skills. Based on the results
of the two previous studies, it can be said that learning using the Problem Based Learning (PBL)
model can improve students' critical thinking skills in scientific literacy.
However, there are also other studies which state that learning models that can improve
students' scientific literacy are STS learning models (Science, Technology, and Society).
According to Gusfarenei's research (2013), the Science Technolog and Society (STS) learning
model can be used by teachers to train students' ability to interact socially such as discussing
and working with peers. In addition, students can also practice learning critical thinking,
contribute to expressing opinions and solving emerging scientific and social problems. In
addition, Rahayuni's research (2016) shows that STS is more effective than PBL in improving
students' critical thinking skills and scientific literacy. From the description of the research
above, it can be concluded that the STS and PBL models are very influential to improve
scientific literacy skills and students' critical thinking skills in overcoming existing problems.
However, from these studies not specifically described how to implement STS and PBL models
in science learning. Besides, the syntax of the two learning models has not been integrated with
the indicators of critical thinking and aspects of scientific literacy. This is very necessary for the
teacher to know how to implement the STS and PBL learning models to improve students'
critical thinking skills and scientific literacy simultaneously. By knowing how to apply the STS
and PBL models well, the teacher will know which model is the most effective to improve
scientific literacy skills and students' critical thinking skills in science learning in elementary
school.
Based on the descriptions above, in this study will be integrated indicators of critical thinking
and aspects of scientific literacy into the syntax of STS and PBL. With this integration, clearly,
it will be known how to implement the STS and PBL models to improve scientific literacy skills
and students' thinking ability in science learning in elementary school. With the new syntax
compilation of STS and PBL models, it will be known which model is effective for use in
science learning. With the creation of effective science learning, it will improve students 'critical
thinking skills and students' scientific literacy to overcome various problems around their
environment.

2. Methods
Based on the results of observations at elementary school during the science learning process
and from the results of the daily students' tests on the previous sub-theme, half of the students
did not reach the minimum completeness criteria (KKM) set by the school, the teacher had
never implemented the STS model and PBL in science learning. Of these two things, it has an
impact on scientific literacy skills and students' critical thinking skills when faced with
problems that exist in the community. Homogeneity test is performed on the daily test scores on
the previous sub-themes, the test results state that all students from both classes are in the same
state. In addition, to create varied learning, the two different models will be implemented in
each class by taking into account the steps or syntax of STS and PBL models that have been
integrated with critical thinking indicators and aspects of scientific literacy. Thus, it will be seen
how the teacher in implementing the STS and PBL models in natural science learning and
which models are more effective in improving critical thinking skills and literacy skills of
students in elementary school.

3. Result and Discussion

Science literacy according to PISA is defined as "the capacity to use scientific knowledge, to
identify questions and to draw evidence-based conclusions in order to understand and help make
decisions about the natural world and the changes made to it through human activity."
Meanwhile, according to Yuliati (2017: 22), science literacy can be termed as scientific literacy
ability, namely the ability to understand science, communicate science (oral and written), and
apply scientific abilities to solve problems so that they have a high attitude and sensitivity
towards themselves and their environment. in making decisions based on scientific
considerations.
Harlen (2004) mentions that elements in scientific literacy are as follows, (1) concepts or ideas,
which help understanding the scientific aspects of the world around and which enable us to
make sense of new experiences by linking them to what we already know; (2) processes, which
are mental and physical skills used in obtaining, interpreting and using evidence about the world
around to gain knowledge and build understanding; (3) attitudes or dispositions, which indicate
willingness and confidence to engage in inquiry, debate and further learning; (4) understanding
the nature (and limitations) of scientific knowledge.
Based on the description above, it can be said that scientific literacy ability is the ability to
know and understand the concepts of science, communicate science and apply scientific abilities
to solve problems that exist in the environment around students. There are several elements in
scientific literacy namely, the ability to understand scientific concepts (science content),
scientific processes, and the context (application) of science.
Meanwhile, the ability to think critically is the ability of students in problem-solving and
decision making (conclusions) from various aspects and perspectives. The ability to think
critically is an important intellectual capital owned by students when dealing with problems in
their daily lives (Wijayanti, et al, 2015). The critical thinking skills of elementary school
students are only measured based on five indicators of critical thinking ability modified from
Karini Putri (2013), namely (1) the ability to formulate problems, (2) the ability to provide
arguments, (3) the ability to deduce, (4) ability induction, and (5) the ability to decide.
In improving scientific literacy skills and critical thinking skills it is recommended to implement
the learning model of Science, Technology, and Society (STS) and Problem Based Learning
(PBL).
John Lochhead and Robert E. Yager (1996: 30) suggested that learning with the STS model
contains elements of constructivism learning (constructivism that underlies STS learning
strategies), where students are required to build a concept or understanding based on their
perspectives obtained from people's experiences others related to the student's own personal
experience so that the concept can be more easily understood by students. The STS learning
syntax proposed by E. Yager in Dwi Gusfariee (2013) is presented in the following table.

TEACHER ACTIVITY STUDENT ACTIVITY

Invitations: Give questions about phenomena, Students give individual or group responses
relevant issues to stimulate students' curiosity and raise a problem or idea that will be
and interest to know the things they have known discussed.
(initial knowledge)
Exploration: Provides the task of students Search for information and data by reading,
getting enough information through reading, observing, interviewing, discussing,
observation, interviews, discussions or working designing experiments and analyzing data
on Student Worksheets
Explanation and Solution: Provides the task of
making a report, and presenting the results of an
investigation or experiment in brief
Follow-up: Provide an explanation of the
actions to be proposed based on the results of
the investigation
Make a report on the results of the
investigation, draw conclusions and present
the results
Providing solutions to problem-solving or
making decisions and giving ideas.

Arends (2008) in (Nugraha, 2017: 38) explains PBL is a learning model designed to help
students develop thinking skills and problem-solving skills, learn adult roles, and become
independent students. PBL is a learning model that applies cognitive and constructivist theories
because it constructs the knowledge and skills that already exist in itself with new information
in order to solve problems. In the following table will be presented the syntax of Problem Based
Learning (PBL) model according to Ibrahim Nur (2000) in Trianto, 2014: 72.

STAGE OF PBL TEACHER’S LEVEL

Stage 1 Student The teacher explains the learning objectives, explains the logistics
orientation to the needed, proposes phenomena or demonstrations, or stories to raise
problem problems, and motivates students to participate in problem-solving.
Stage 2 Organize The teacher helps students to define and organize learning tasks
students to learn related to the problem.
Stage 3 Guiding The teacher encourages students to gather appropriate information,
individual-group carry out experiments, to get explanations and problem-solving.
investigations
Stage 4 Develop and The teacher assists students in planning and preparing work, in the
present the work form of reports, videos, and models and helps them to share
assignments with their friends.
Stage 5 Analyze and The teacher helps students to reflect or evaluate their investigations
evaluate the problem- and the processes they use.
solving process

In the sections above it has been explained in relation to scientific literacy abilities and critical
thinking abilities as well as two models of constructivism principles namely the Science,
Technology, and Society (STS) and Problem Based Learning (PBL) learning models. The next
part will integrate elements of scientific literacy and critical thinking indicators into both the
STS and PBL learning model syntax. Integration is done by taking into account the original
syntax described in the previous section. The syntax of the Science, Technology, and Society
(STS) learning model that has been integrated with elements of scientific literacy and critical
thinking indicators will be described in the following table. This integration is done so that
teachers can find out how to implement STS and PBL learning models to improve students'
scientific literacy and critical thinking skills.

Teacher Activity Student Activity Critical Sains Literacy

Thinking
Invitations Stage: Students respond The ability to Students will process
Provide questions about individually or formulate or think and work
phenomena, relevant group and propose a problems that together to find
issues to stimulate problem or idea to be will be problems related to
students' curiosity and discussed. discussed in the science or better
interest to know the things lesson and the known as the science
they have known (initial ability to process
knowledge. provide
arguments.
Exploration Stage: Gives Search for information The ability to Students are asked to
the task of students and data by reading, argue, the look for the concept
getting enough observing, ability of of (Content) IPA
information through interviewing, induction is the related to problems
reading, observation, discussing, designing ability to draw that exist in the
interviews, discussions or experiments and conclusions community
working on Student analyzing data based on
Worksheets empirical things
that have
relevance to the
problem at hand.
Explanation and Make a report on the The ability of Students are asked
Solution Phase: Provides results of the deduction, to communicate the
the task of making a investigation, draw students make results of the
report, and presenting the conclusions and conclusions science process.
results of an investigation present the results based on How to solve
or experiment in brief rational thoughts existing problems
based on the based on the science
concept of concept
science
Follow-up Phase: Providing solutions to The ability to Students are asked to
Provide an explanation of problem-solving or decide or apply the science
the actions to be proposed making decisions and determine what concept to overcome
based on the results of the giving ideas. solutions will be natural science
investigation given to problems or the
overcome science context
problems

The following table will also describe the Problem Based Learning (PBL) learning model
syntax by integrating indicators of critical thinking and sains literacy.

Teacher’s Level Critical Thinking Sains Literacy

Stage 1 Student orientation to the problem Ability to formulate The process of

The teacher explains the learning objectives, problems and designs science: students
explains the logistics needed, proposes in dealing with try to find problems
phenomena or demonstrations, or stories to problems faced in the community
raise problems, and motivates students to and formulate ways
participate in problem-solving. of solving them
Stage 2 Organize students to learn Students try to
The teacher helps students to define and learn science
organize learning tasks related to the concepts related to
problem. the problem at hand
Stage 3 Guiding individual-group Ability to argue and Students try to
investigations the ability of induction process science to
The teacher encourages students to gather is the ability to draw find the best way to
appropriate information, carry out conclusions based on solve the problem
experiments, to get explanations and empirical things that at hand
problem-solving. have relevance to the
problem at hand
Stage 4 Develop and present the work Deduction ability is Students
The teacher assists students in planning and the ability of students communicate how
preparing work, in the form of reports, to make conclusions to solve existing
videos, and models and helps them to share based on rational problems based on
assignments with their friends. thinking based on science concepts
concept concepts
Stage 5 Analyze and evaluate the The ability to decide Students apply the
problem-solving process or determine what science concepts
The teacher helps students to reflect or solutions will be given obtained to
evaluate their investigations and the to overcome problems determine problem-
processes they use. solving

By knowing the steps of STS and PBL learning that has been integrated with the elements of
scientific literacy and indicators of critical thinking, it will be easier for the teacher to assess
critical thinking skills and the ability of students to play scientific science literacy. In addition,
students will know the things that will be done when learning takes place. An effective model is
a model that can improve students' critical thinking skills and scientific literacy (according to
the elements of scientific literacy and critical thinking indicators).

4. Conclusion
The implementation of the Science, Technology, and Society (STS) and Problem Based
Learning (PBL) models by integrating elements /aspects of scientific literacy and indicators of
critical thinking into the learner's steps/syntax is considered very important. By interfering the
teacher can find out the steps in applying the STS and PBL models, and determine the most
effective models in improving scientific literacy and students' thinking ability in solving
problems around the community by using the science concept. besides that, with these two
models will create meaningful learning for students. students not only understand the science
concept, but students are also able to develop scientific attitudes, the ability to communicate
science and apply the science concept to overcome problems in society. Students will develop
the ability to think critically in determining decisions in solving problems related to science in
society. Thus, through the application of the STS and PBL models will improve scientific
literacy skills and thinking of students in elementary school.

5. References
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