Information literacy skill: An alternative to support biology student’s learning outcomes

Authors

  • Murni Saptasari Department of Biology, Faculty of Mathematics and Sciences, Universitas Negeri Malang, Jl. Semarang 5 Malang, East Java 65145 http://orcid.org/0000-0002-7582-9214
  • S. Sunarmi Department of Biology, Faculty of Mathematics and Sciences, Universitas Negeri Malang, Jl. Semarang 5 Malang, East Java 65145
  • Eko Sri Sulasmi Department of Biology, Faculty of Mathematics and Sciences, Universitas Negeri Malang, Jl. Semarang 5 Malang, East Java 65145
  • Rido Sigit Wicaksono Department of Biology, Faculty of Mathematics and Sciences, Universitas Negeri Malang, Jl. Semarang 5 Malang, East Java 65145
  • Ahmad Kamal Sudrajat Department of Biology, Faculty of Mathematics and Sciences, Universitas Negeri Malang, Jl. Semarang 5 Malang, East Java 65145

DOI:

https://doi.org/10.22219/jpbi.v5i3.8768

Keywords:

information literacy skill, learning outcome, project-based learning outcome

Abstract

Information literacy is a fundamental aspect to ease students in encompassing the knowledge-making process as well as empowering their capacity in using and creating various information and knowledge products. The purpose of this study was to determine the effect of integrating information literacy rubric with Project-Based Learning on students’ learning outcomes in Structure of Plant Development course. This quasi-experimental research used a non-randomized pretest-posttest control group design. The population in this study was the all biology department undergraduate students at the Universitas Negeri Malang in 2018/2019 academic year. The sample consisted of 120 students which were divided into two groups (control and experiment). The data gained was analyzed using one-way ANCOVA. The results showed that Project-Based Learning which was integrated with information literacy rubric had a significant impact on biology students’ learning outcomes. Based on the findings, it is suggested that educators should provide a proper strategy as an effort to support their students’ learning outcomes.

Downloads

Download data is not yet available.

References

Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92–102. doi: https://doi.org/10.1016/j.learninstruc.2016.12.006

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. doi: https://doi.org/10.1080/00098650903505415

Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy and Practice, 18(1), 5–25. doi: https://doi.org/10.1080/0969594X.2010.513678

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2014). Defining twenty-first century skills. In Assessment and teaching of 21st century skills. doi: https://doi.org/10.1007/978-94-007-2324-5_2

Chu, S. K. W., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library and Information Science Research, 33(2), 132–143. doi: https://doi.org/10.1016/j.lisr.2010.07.017

Davies, D. J., Earle, S., McMahon, K., Howe, A., & Collier, C. (2017). Development and exemplification of a model for teacher assessment in primary science. International Journal of Science Education, 39(14), 1869–1890. doi: https://doi.org/10.1080/09500693.2017.1356942

Detlor, B., Booker, L., Serenko, A., & Julien, H. (2012). Student perceptions of information literacy instruction: The importance of active learning. Education for Information, 29(2), 147–161. doi: https://doi.org/10.3233/EFI-2012-0924

Dolničar, D., Podgornik, B. B., & Bartol, T. (2017). A comparative study of three teaching methods on student information literacy in stand-alone credit-bearing university courses. Journal of Information Science, 43(5), 601–614. doi: https://doi.org/10.1177/0165551516655084

Dunne, S., Dunne, S., & Sheridan, V. (2012). Developing first year student information literacy: Reflections on the learning process. All Ireland Journal of Higher Education, 4(1), 1–15. Retrieved from https://ojs.aishe.org/index.php/aishe-j/article/view/72

Eliana, E. D. S., Senam, Wilujeng, I., & Jumadi. (2016). The effectiveness of project-based e-learning to improve ICT literacy. Jurnal Pendidikan IPA Indonesia, 5(1), 51–55. doi: https://doi.org/10.15294/jpii.v5i1.5789

Erich, A., & Popescu, C. (2010). The impact of information literacy in the academic education environment. Library and Information Science, (14), 150–161. Retrieved from https://www.researchgate.net/publication/265036131_The_Impact_of_Information_Literacy_in_the_Academic_Education_Environment

Fakhriyah, F., Masfuah, S., Roysa, M., Rusilowati, A., & Rahayu, E. S. (2017). Student’s science literacy in the aspect of content science? Jurnal Pendidikan IPA Indonesia, 6(1), 81–87. doi: https://doi.org/10.15294/jpii.v6i1.7245

Feng, L., & Ha, J. L. (2016). Effects of teachers’ information literacy on lifelong learning and school effectiveness. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1653–1663. doi: https://doi.org/10.12973/eurasia.2016.1575a

Flierl, M., Bonem, E., Maybee, C., & Fundator, R. (2018). Information literacy supporting student motivation and performance: Course-level analyses. Library and Information Science Research, 40(1), 30–37. doi: https://doi.org/10.1016/j.lisr.2018.03.001

Fullard, A. (2017). Using the ACRL Framework for information literacy to foster teaching and learning partnerships. South African Journal of Libraries and Information Science, 82(2), 46–56. doi: https://doi.org/10.7553/82-2-1627

Genlott, A. A., & Grönlund, Å. (2013). Improving literacy skills through learning reading by writing: The iWTR method presented and tested. Computers and Education, 67, 98–104. doi: https://doi.org/10.1016/j.compedu.2013.03.007

Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. California United State of America: Corwin Press. Retrieved from https://us.corwin.com/en-us/nam/assessing-21st-century-skills/book237748

Hansen, G., & Ringdal, R. (2018). Formative assessment as a future step in maintaining the mastery-approach and performance-avoidance goal stability. Studies in Educational Evaluation, 56, 59–70. doi: https://doi.org/10.1016/j.stueduc.2017.11.005

Harada, V. H., Kirio, C. H., & Yamamoto, S. H. (2008). Collaborating for project-based learning in Grades 9-12. Linworth. Retrieved from https://www.abc-clio.com/ABC-CLIOCorporate/product.aspx?pc=A2441P

Hooker, T. (2017). Transforming teachers’ formative assessment practices through ePortfolios. Teaching and Teacher Education, 67, 440–453. doi: https://doi.org/10.1016/j.tate.2017.07.004

Hulett, H., Corbin, J., Karasmanis, S., Robertson, T., Salisbury, F., & Peseta, T. (2013). Information literacy at university: A toolkit for readiness and measuring impact. Australian Academic and Research Libraries, 44(3), 151–162. doi: https://doi.org/10.1080/00048623.2013.813372

Julien, H., Detlor, B., Serenko, A., Willson, R., & Lavallee, M. (2009a). Learning outcomes of information literacy instruction at Business Schools. Journal of the American Society for Information Science, 60(1999), 2353–2361. doi: https://doi.org/10.1002/asi

Julien, H., Detlor, B., Serenko, A., Willson, R., & Lavallee, M. (2009b). Outcomes of information literacy instruction for undergraduate Business Students. Proceedings of the ASIST Annual Meeting, 46. doi: https://doi.org/10.1002/meet.2009.145046026

Karimi, Z., Ashrafi-Rizi, H., Papi, A., Shahrzadi, L., & Hassanzadeh, A. (2015). Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards. Journal of Education and Health Promotion, 4, 76. doi: https://doi.org/10.4103/2277-9531.171789

Klucevsek, K. M., & Brungard, A. B. (2016). Information literacy in science writing: how students find, identify, and use scientific literature. International Journal of Science Education, 38(17), 2573–2595. doi: https://doi.org/10.1080/09500693.2016.1253120

Laurian, S., & Fitzgerald, C. J. (2013). Effects of using rubrics in a university academic level Romanian Literature class. Procedia - Social and Behavioral Sciences, 76, 431–440. doi: https://doi.org/10.1016/j.sbspro.2013.04.141

Leedy, P. D., & Ormrod, J. E. (2019). Practical research: Planning and design (12th ed.). Pearson. Retrieved from https://www.pearson.com/us/higher-education/program/Leedy-Practical-Research-Planning-and-Design-plus-My-Lab-Education-with-Pearson-e-Text-Access-Card-Package-12th-Edition/PGM1797597.html

McFarlane, D. A. (2013). Understanding the challenges of science education in the 21st Century: New opportunities for scientific literacy. International Letters of Social and Humanistic Sciences, 4, 35–44. doi: https://doi.org/10.18052/www.scipress.com/ILSHS.4.35

PISA. (2015). Draft science framework. Retrieved from https://www.oecd.org/pisa/pisaproducts/Draft PISA 2015 Science Framework.pdf

Porter, J. A., Wolbach, K. C., Purzycki, C. B., Bowman, L. A., Agbada, E., & Mostrom, A. M. (2010). Integration of information and scientific literacy: Promoting literacy in undergraduates. CBE—Life Sciences Education, 9, 536–542. doi: https://doi.org/10.1187/cbe.10

Ranaweera, P. (2017). Importance of information literacy skills for an information literate society. National Institute of Library & Information Sciences, University of Colombo, 1–13. doi: https://doi.org/10.1017/CBO9781107415324.004

Rapchak, M. E., Brungard, A. B., & Bergfelt, T. W. (2016). What’ s the value of information literacy? Comparing learning community and non- learning community student learning outcomes. Learning Communities Research and Practice, 4(41). Retrieved from https://files.eric.ed.gov/fulltext/EJ1112840.pdf

Saglam, A. C., Cankaya, I., Ucer, H., & Cetin, M. (2017). The effect of information literacy on teachers’ critical thinking disposition. Journal of Education and Learning, 6(3), 31. doi: https://doi.org/10.5539/jel.v6n3p31

Saliba, R., Mussleman, P., Fernandes, M., & Bendriss, R. (2017). Promoting information literacy of pre-medical students through project-based learning: A pilot study. International Journal of Education and Literacy Studies, 5(4), 1–15. doi: https://doi.org/10.7575/aiac.ijels.v.5n.4p.1

Saptasari, M., Sunarmi, & Sulasmi, E. S. (2018). Pengaruh model pembelajaran berbasis proyek terhadap keterampilan literasi botani calon guru biologi. Jurnal Pendidikan Biologi, 9(2), 56–63. Retrieved from http://journal2.um.ac.id/index.php/jpb/article/view/4394/3251

Sinurat, Y. C., Zulharman, & Amtarina, R. (2017). Pola keterampilan literasi informasi dalam proses pembelajaran problem-based learning pada mahasiswa di Fakultas Kedokteran Universitas Riau. Jurnal Online Mahasiswa Fakultas Kedokteran, 4(2), 1–12. Retrieved from https://jom.unri.ac.id/index.php/JOMFDOK/article/view/15488

Soleymani, M. R. (2014). Investigating the relationship between information literacy and academic performance among students. Journal of Education and Health Promotion, 3, 95. doi: https://doi.org/10.4103/2277-9531.139677

Stefani, L. (2009). Planning teaching and learning. A Handbook for Teaching and Learning in Higher Education. doi: https://doi.org/10.4324/9780203822524

Visande, J. C. (2014). Developing critical thinking skills among education students through formative education. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 5(4), 1783–1789. Retrieved from https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-5-2014/Developing-Critical-Thinking-Skills-among-Education-Students-.pdf

Wijaya, E. Y., Sudjimat, D. A., & Nyoto, A. (2016). Transformasi pendidikan Abad 21 sebagai tuntutan pengembangan sumber daya manusia di Era Global. In Prosiding Seminar Nasional Pendidikan Matematika 2016 (Vol. 1, pp. 263–278). Malang: Universitas Kanjuruhan Malang. Retrieved from http://repository.unikama.ac.id/840/32/263-278 TRANSFORMASI PENDIDIKAN ABAD 21 SEBAGAI TUNTUTAN PENGEMBANGAN SUMBER DAYA MANUSIA DI ERA GLOBAL.pdf

Wilson, J., Roscoe, R., & Ahmed, Y. (2017). Automated formative writing assessment using a levels of language framework. Assessing Writing, 34, 16–36. doi: https://doi.org/10.1016/j.asw.2017.08.002

Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning. The Journal of Effective Teaching, 7(1), 3–14. Retrieved from https://files.eric.ed.gov/fulltext/EJ1055646.pdf

Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49. doi: https://doi.org/10.1016/j.system.2019.01.004

Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers and Education, 145. doi: https://doi.org/10.1016/j.compedu.2019.103729

Downloads

Published

2019-11-30

Issue

Vol. 5 No. 3 (2019): NOVEMBER

Section

21st Century Skills

License

Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:

  1. For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
  2. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.