Preliminary research in the development of physics teaching materials that integrate new literacy and disaster literacy

Abstract

Abstract 21st century learning plays an important role in producing quality human resources, in order to have global competitiveness. Among the competencies students must have is new literacy, as an extension of scientific literacy that has been proclaimed by the previous government. New literacy includes data literacy, technology literacy and human literacy. Besides that, students also need to have disaster literacy, because Indonesia is located in an area prone to disasters. This study aims to determine the scientific literacy (conceptual understanding) of students, and knowing the extent of integrating new literacy and disaster literacy into learning in schools. The type of research conducted is survey research. The instruments used were concept tests, learning observation sheets, interview guides for teachers, and textbook analysis sheets. The concept test was given to 78 class XI students from three different schools, and interviews were conducted with 3 physics teachers in the three schools. Book analysis was performed on 5 physics textbooks that are widely used in schools. Data are analyzed quantitatively and qualitatively. The results showed that learning in schools is still traditional or teacher-centered learning. The integration of new literacy and disaster literacy in the learning process and textbooks used is still low. Understanding of student concepts is also low and misconceptions occur. Therefore, the recommendation from this preliminary study is the need to develop physics teaching materials that integrate new literacy and disaster literacy, and can improve students’ understanding of concepts according to the demands of the 21st century.