CAN SOCIO SCIENTIFIC ISSUES-DISCOVERY LEARNING MODEL IMPROVE STUDENTS’ DISASTER PREPAREDNESS AND SCIENCE LITERACY? A QUASI-EXPERIMENTAL STUDY
DOI:
https://doi.org/10.32699/3aaxcb25Keywords:
Disaster preparedness, Discovery learning, Science literacy, Socio-scientific issuesAbstract
Low science literacy among elementary school students may limit their understanding of disaster risks and preparedness. This study examined differences in disaster preparedness and science literacy before and after instruction using socio-scientific issues discovery learning, discovery learning, and cooperative learning. It also assessed learning gains and the effectiveness of socio-scientific issues discovery learning. A quasi-experimental study involved 252 students aged 10–11 years from elementary schools in Yogyakarta City, Indonesia. Students completed pretests and post-test across three groups. Data were analysed using multivariate statistical procedures. Significant differences were found in disaster preparedness and science literacy among the three learning models. Socio-scientific issues discovery learning produced the highest gains in disaster preparedness (g = 0.73, high) and science literacy (g = 0.82, high), compared with discovery learning (g = 0.65 and 0.63) and cooperative learning (g = 0.54 and 0.52). The learning model significantly affected disaster preparedness (p < 0.001, partial η² = 0.691) and science literacy (p = 0.004, partial η² = 0.654). These findings indicate that integrating socio-scientific issues into discovery-based learning can effectively enhance disaster preparedness and science literacy among elementary school students.
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