Instructional Tool Development for Biodiversity and its Influence on Scientific Literacy and Higher Order Thinking Skills for High School Students

Abstract

Biodiversity in high school that has been implemented so far has yet to use instructional tools that are oriented towards scientific literacy skills and higher-order thinking. Therefore, this research was intended to develop instructional tools for biodiversity, which aim to improve students’ scientific literacy and higher-order thinking skills. To do so, this research was carried out by adopting the Borg and Gall development model, which consisted of 4 stages, namely (1) needs analysis, (2) model design and development, (3) model validation, and (4) dissemination. The instruments included teaching material validation instruments, instructional tool instruments, and learning tool effectiveness instruments. Lastly, the data were analyzed descriptively and using ANCOVA (Analysis of Covariance. The results showed that (1) based on the expert validation of the Biodiversity instructional tools developed in this study, were categorized as feasible to be implemented in learning activities with a score of 3.90; (2) The practicality of the developed Biodiversity learning tools has been well implemented (score 3.78); and responded well by students (score 3.01) and responded very well by teachers (score 3.63); (3) Implementation of Biodiversity learning tools shows better achievement of scientific literacy and higherorder thinking skills compared to conventional learning; and (4) the results of the Ancova test showed that the Biodiversity learning tools had an influence on students’ scientific literacy and higher order thinking skills (p<0.05). Overall, the results of developing Biodiversity instructional tools are effective in increasing the scientific literacy skills and higher-order thinking of high school students.