The Improvement of Students' Information Literacy Through the Remap-TTW Learning Model
Abstract
Information literacy is an essential skill in the 21st century. This skill is required for students to find, select, evaluate, and use information they have gathered effectively. The implementation of a specific learning model aids students in developing their information literacy. One of the learning models expected to enhance students’ information literacy is the Reading Concept Mapping-Think, Talk, Write (Remap-TTW). This study aimed to discover the effects of the Remap-TTW learning model on students’ information literacy. This quasi-experiment study used a non-randomized control group pretest-posttest design. The study was carried out in the State Senior High School 1 Kencong, Jember, Indonesia, in the even semester of 2021/2022. The test instrument was in the form of an essay test. Students’ information literacy was measured using numerous indicators: determining the extent of information needed, accessing the needed information, evaluating information and its sources critically, using information effectively to accomplish a specific purpose, and accessing and using information ethically and legally. The scores were analyzed using the normality and homogeneity test, followed by One-Way ANCOVA. The analysis results showed a significance value of 0.000 (P-value < 0.05), signifying different information literacy between students attending learning with three different learning models. The obtained scores were considered significant, indicating that the learning model significantly influences students’ information literacy. Thus, Remap-TTW can be used as an alternative learning model to improve students’ information literacy.
Keywords: improvement, students, information literacy, remap-TTW, learning
References
[1] Kervinen A, Uitto A, Juuti K. Kervinen 2020 how fieldwork-oriented biology teachers establish formal outdoor education practices enhanced reader. J Biol Educ. 2018;54(2):115–28.
[2] Schumacher F, Wilde M. When prospective biology teachers visualize their beliefs about teaching and learning by drawing it, is it more than a reproduction of their experienced school lessons? European Journal of Educational Research. 2021;10(2):799–811.
[3] Lantz C, Dempsey PR. Information literacy strategies used by second-and thirdyear biology students. Issues in Science and Technology Librarianship. 2019;1(92). https://doi.org/10.29173/istl13.
[4] Nesse RM, Bergstrom CT, Ellison PT, et al. “Making evolutionary biology a basic science for medicine. Proceedings of the National Academy of Sciences of the United States of America. 2010;107:1800–1807.
[5] Kurt H, Ekici G, Aksu Ö, Aktas M. Determining cognitive structures and alternative conceptions on the concept of reproduction (the case of pre-service biology teachers). Creat Educ. 2013;04(09):572–87.
[6] Fauzi A, Rosyida AM, Rohma M, Khoiroh D. The difficulty index of biology topics in Indonesian senior high school: biology undergraduate students’ perspectives. Jurnal Pendidikan Biologi Indonesia. 2021;7(2):149–58.
[7] Choi J, Lee SE, Bae J, Kang S, Choi S, Tate JA, et al. Undergraduate nursing students’ experience of learning respiratory system assessment using flipped classroom: A mixed methods study. Nurse Educ Today. 2021 Mar;98(October):104664.
[8] Podgornik BB, Dolnicar D, Glažar SA. Does the information literacy of university students depend on their scientific literacy? Eurasia J Math Sci Technol Educ. 2017;13(7):3869–91.
[9] Denison DR, Montgomery D. Annoyance or delight? College students’ perspectives on looking for information. J Acad Librariansh. 2012;38(6):380–90.
[10] Arslangilay AS. 21st century skills of CEIT teacher candidates and the prominence of these skills in the CEIT undergraduate curriculum. Educational Policy Analysis and Strategic Research. 2019;14(3):330–46.
[11] Gu Y. Enhancement of college english teachers’ information literacy in information environment. Int Educ Stud. 2020;13(4):106.
[12] Pieterse E, Greenberg R, Santo Z. A multicultural approach to digital information literacy skills evaluation in an Israel college. Commun Inf Lit. 2018;12(2):107–27.
[13] The Association of College and Research Libraries. Information literacy for higher education. 2016.
[14] Naimpally A, Ramachandran H, Smith C. Information literacy and lifelong learning. Lifelong Learning for Engineers and Scientists in the Information Age; 2012. pp. 21–4.
[15] Saptasari M, Sunarmi S, Sulasmi ES, Wicaksono RS, Sudrajat AK. Information literacy skill: An alternative to support Biology student’s learning outcomes. Jurnal Pendidikan Biologi Indonesia. 2019;5(3).
[16] Lwehabura MJ. An assessment of information literacy skills among first-year postgraduate students at Sokoine University of Agriculture Tanzania. J Librarian Inform Sci. 2018;50(4):427–34.
[17] Bayram H, Comek A. Examining the relations between science attitudes, logical thinking ability, information literacy and academic achievement through internet assisted chemistry education. Procedia Soc Behav Sci. 2009;1(1):1526–32.
[18] Mulyati OE, Tarunasena D. Method of using in the news to improve student’s information literature ability in history learning (classroom action research in class XI MIIA 2 SMA Kartika XIX-1 Bandung). Factum. 2017;6(1).
[19] Rifqiawati II, Hendriyani ME, Hayati. Profile of high school students’ information literacy skills. Senidusa. 2020;46–53.
[20] Schiffl I. How information literate are junior and senior class biology students? Res Sci Educ. 2020;50(2):773–89.
[21] Dunne S, Sheridan. Vera. Developing first year student information literacy: Reflections on the learning process. AISHE-J. 2012;4(1):1–15.
[22] Narahaubun SS, Rehena JF, Rumahlatu D. Empowering students’ critical thinking skills, information literacy and cognitive learning outcome through RBL-TPS model [ Jurnal Pendidikan Biologi Indonesia]. JPBI. 2020;6(2):243–56.
[23] Kurniaman O, Yuliani T, Mansur M. Investigating Think Talk Write (TTW) learning model to enhance primary students’ writing skill. Journal of Teaching and Learning in Elementary Education ( Jtlee). 2018;1(1):52–9.
[24] Adawiyah R, Zubaidah S, Listyorini D, Astriani M. The potential of remap STAD in improving motivation and academic achievement. AIP Conference Proceedings. 2021. https://doi.org/10.1063/5.0043280.
[25] Afandi M, Nisa DA, Kusumadewi RF. The importance of think talk write learning model on the mathematical connection ability and self-confidence. Jurnal Ilmiah Sekolah Dasar. 2021;5(1):25–32.
[26] Zahra F, Zubaidah S, Mahanal S, Astriani M. The improvement of students’ argumentation skills through remap-NHT learning model. AIP Conference Proceedings. 2021. https://doi.org/10.1063/5.0043291.
[27] Zubaidah S. The empowerment of discovery skills in scientific approach through remap coople based learning. XI National Seminar on Biology Education FKIP UNS. 2014;1000–1010.
[28] Genlott AA, Grönlund Å. Improving literacy skills through learning reading by writing: the iWTR method presented and tested. Comput Educ. 2013;67:98–104.
[29] Novak JD. Meaningful learning: the essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Sci Educ. 2002;86(4):548–71.
[30] Carr-Lopez SM, Galal SM, Vyas D, Patel RA, Gnesa EH. The utility of concept maps to facilitate higher-level learning in a large classroom setting. Am J Pharm Educ. 2014 Nov;78(9):170.
[31] Sholihah M, Zubaidah S, Mahanal S. REMAP RT (Reading Concept Map Reciprocal Teaching) untuk meningkatkan keterampilan berpikir kritis siswa. Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning; 2016.
[32] Wanah HN, Zubaidah S, Susanto H, Astriani M. Using remap-NHT to enhance students’ critical thinking skills in Biology. AIP Conference Proceedings. 2021. https://doi.org/10.1063/5.0043289.
[33] Irawan F, Sulisetijono ZS, Astriani M.Does remap-STAD have the potential to promote students’ creative thinking skills. AIP Conference Proceedings. 2021.
[34] Odede I. Models for teaching information literacy: A comparative review of the top six models. Mousaion: South African Journal of Information Studies. 2020;38(2):1–19.
[35] Eisenberg MB. Information literacy: essential skills for the information age. DESIDOC J Libr Inf Technol. 2008;28(2):39–47.
[36] Kozikoglu I, Onur Z. Predictors of lifelong learning: information literacy and academic self-efficacy. Cypriot Journal of Educational Sciences. 2019;14(4):492–506.
[37] Tosuncuoglu I, Küçükler H. The perceptions of information literacy by students in English Language Departments: A Comparative Study. World Journal of Education. 2019;9(1):125.
[38] Porter JR. Information literacy in biology education: An example from an advanced cell biology course. Cell Biology Education. 2005;4(Winter):335-343.
[39] Choy SC, Cheah PK. Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Research in Science and Technology. 2020;10(4):198–206.
[40] Aydogdu S, Güyer T. The effect of digital concept maps in online learning environments on students’ success and disorientation. Malaysian Online Journal of Educational Technology. 2019;7(1). https://doi.org/10.17220/mojet.2019.01.006.
[41] Pinto M, Doucet AV, Fernández-Ramos A. Measuring students’ information skills through concept mapping. J Inf Sci. 2010;36(4):464–80.
[42] Ambarsari H, Syarif H. The Effect of Think Talk Write (TTW) strategy and students’ reading habit toward students’ writing ability. Proceedings of the Sixth International Conference on English Language and Teaching; 2018