Muhammad Nurtanto, Soffan Nurhaji, Dwi Widjanarko, M. Burhan R. Wijaya, Herminarto Sofyan
This research is aimed to describe comparison of scientific literacy improvement of vocational school students in Banten, Indonesia in integrated scientific teaching using Guided model and non-integrated PBL. Research design uses quasi-experiment approach with pretest-posttest satis non randomaized group. Research instruments are essay test and performance test. Results reveal that there is no significant difference between students' scientific literacy achievement improvement using integrated guided PBL and non-integrated PBL. Scientific literacy teaching using guided PBL can increase students achievement by 0.4243 (medium category) while the non-integrated PBL can give 0.3924 (medium category). It can be concluded that both PBL models increase student's literacy comprehension. Improvement in scientific literacy is in the form of problem identification, problem investigation, and utilization of scientific facts. Efforts to improve scientific literacy must be conducted continually in vocational education, for problem solving in education environment. © Published under licence by IOP Publishing Ltd.
Department of Mechanical Engineering Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Serang, Indonesia; Department of Mechanical Engineering Education, Faculty of Engineering, Universitas Negeri Semarang, Semarang, Indonesia; Department of Mechanical Engineering Education, Faculty of Engineering, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
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