Titin Sunarti, Binar Kurnia Prahani, Wasis, Madlazim, Suyidno
The CPI (Construction, Production, and Implementation) teaching model is a physics learning design to facilitate positive attitude of pre-service physics teacher in constructing science literacy and producing the science literacy learning. The purpose of this study is to analyze the effectiveness of the CPI teaching model to increase the science literacy of pre-service physics teacher in the academic year of 2016/2017. This study used pre-experiment with one group pre-test and post-test design toward 152 pre-service physics teacher who were divided into 5 groups at State University of Surabaya and University of Lambung Mangkurat Banjarmasin (Indonesia). The data collection that used Science Literacy Test Sheet (SLTS) emphasized on the indicator of using physical knowledge to explain phenomena scientifically, evaluating and designing scientific inquiry, interpreting data and providing scientific evidence. The data analysis techniques were performed with Paired t-test, N-gain, and ANOVA. The results showed that there was a significant increase of science literacy from pre-service physics teacher at α = 5%, n-gain value of each group was medium, and there was no different increase (consistent) for the five groups. Thus, the CPI teaching model is effective to increase the science literacy pre-service physics teacher. © 2018, Foundation Journal of Science Education. All rights reserved.
Universitas Negeri Surabaya, Jl. Ketintang, Surabaya, 60231, Indonesia; Universitas Lambung Mangkurat, Jl. Brigjend. H. Hasan Basry Kayutangi, Banjarmasin, 70124, Indonesia
