An Innovative GBL-Metacognitive-Based Student Worksheet to Improve Literacy in the Heredity Topic Evi Suryawati (a*), Mariani Natalina Linggasari (a), Putri Rahma Dianti (a), Vina Septiani (a), and Tika Elviana (b)
(a) Department of Biology Education, University of Riau, Indonesia
*evi.suryawati[at]lecturer.unri.ac.id
(b) Department of Science Education, Universitas Pendidikan Indonesia, Indonesia
Abstract
This study aims to develop a Student Worksheet (LKPD) integrated with metacognitive strategies and Game-Based Learning (GBL) to strengthen junior high school literacy trough science learning. This research and development (R&D) study employed the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). It was conducted on the Heredity topic in Grade IX by integrating scientific, genetic, numeracy, and metacognitive literacies using the Problem-Based Learning (PBL) model. The assessed literacy aspects included the ability to recall genetic facts, interpret genetic material, and contextually apply genetic information to real-life situations. GBL is integrated into the LKPD through scientific fact verification (discrepant events) and mnemonic. This integration is expected to promote joyful and meaningful learning experiences, so that can enhance their learning outcomes. The result of this development is to serve as a reference for teachers in implementing the deep learning approach in the classroom, to achieve the content, process, and learning assessment standards according to curriculum demands. Based on the results of the study, it can be concluded that the development of the Worksheet (LKPD) integrated with metacognitive strategies and Game-Based Learning (GBL) can be utilized to enhance students^ scientific and genetic literacy.
