Literature Study of Science Literation with Strategy Sagu Sabu (One

Teacher One Book) to Answer the Demogrphic Bonus in XXI

Century

Lina Sugiyarti

State University of Jakarta

Keywords: Science Literacy, methamphetamine, demographic bonus, XXI century.

Abstract: The main challenge in the world of education is education with the Graduates Competency Standards (SKL)

which are able to adjust to a higher level. Initial preparation begins with planting a culture of literacy in family,

school and community. All parties combined to welcome and reward with life skills in the XXI century. The

purpose of this research is to study and develop community literacy. Students who are accustomed to critical

thinking, creative, collaboration and communication. The method in this study is a method of literature study,

which examines several journal articles and books. In this study is the teacher as the end result of the

demographic bonus one of them who uses activities that are used for students through scientific literacy

activities. In this case a strategy that can be done one of them is by applying sago sabu (one teacher one book).

The teacher expresses science-based ideas and ideas in one book, as a guide in spreading the knowledge he

has and teaches it to students. The knowledge provided is very useful for students to survive competently in

the face of global challenges and challenges in the future.

1 INTRODUCTION

BPS data shows that Indonesia gets a demographic

bonus from 2020 to 2035 with 70% of its population

in productive age, namely 15-60 years. This situation

is very beneficial if we prepare the young generation

well to welcome it, otherwise if we don't prepare it

will be a threat to this country. The preparation is

done by cultivating literacy activities ranging from

family, school and community.

Figure 1: Indonesian Demographic Graph (source: https://goo.gl/QkEEyn).

232

Sugiyarti, L.

Literature Study of Science Literation with Strategy Sagu Sabu (One Teacher One Book) to Answer the Demogrphic Bonus in XXI Century.

DOI: 10.5220/0008899902320236

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 232-236

ISBN: 978-989-758-439-8

2 RESEARCH METHODS

This research is a qualitative research with literature

study method. According Sukardi (2017) literature

study conducted by each researcher with the main

goal is to find the foundation of the foundation or

foundation for obtaining and building a theoretical

foundation, frame of thinking, and determining

temporary suspicion or often referred to as hypothesis

research, so that researchers can understand, seek ,

organize, and then use library variations in the field.

By conducting literature studies, researchers have a

deeper and deeper understanding of the problems to

be studied. Various sources of literature that can be

used by researchers are journals, research reports,

scientific magazines, newspapers, relevant books,

results of seminars, unpublished scientific articles,

sources, letters, and others.

3 RESULTS AND DISCUSSION

3.1 Science Literacy

Literacy is the ability of students to understand

something new and relate to previous understanding

to gain meaningful new knowledge. Science is natural

science that is certain. According to Suhendra Yusuf

(2003), scientific literacy is important to be mastered

by students in relation to how students can understand

the environment, health, economy, and other

problems faced by modern society that are highly

dependent on technology and the progress and

development of science. Windyariani (2017) aims at

science education to imply the need to teach students

to utilize scientific concepts that can be applied to the

environment, technology and society. It can be

concluded that scientific literacy is the activity of

using science and technology knowledge in analyzing

questions and summarizing existing facts to make

decisions and make changes related to nature in

everyday life.

Science literacy is very complex with students'

lives, which is related to character, knowledge,

understanding and culture. Sing Tang (2016), the

Standards for Science and Technical Subjects,

science teachers are expected to use their content

area. The expertise is to help students meet the

challenges of reading, writing, speaking, listening,

and language in their respective fields. A concrete

example of scientific literacy is reading, writing,

listening, speaking, seeing, role playing, digitizing

information, etc. In view of Morocco et al. (2008)

which is about competencies that need to be mastered

in the 21st century, namely a high understanding of

concepts, the ability to think critically, the ability to

communicate and collaborate, and the ability to think

creatively. Based on this goal, current literacy is not

just requiring students to master language skills but

competency of thinking, technology, scientific

competence and socio-cultural competencies.

Rustaman (2007) argues that science plays a role

in building the character of society and the nation due

to the rapid advancement of knowledge, the efficacy

of processes that can be transferred to other fields,

and also contains the value of values and attitudes

within them. By creating an environment that is

literate trains students accustomed to growing and

actively participating in their lives. With the

development of literacy learning goals, the standard

of literacy learning has experienced development.

Among them, early learning competencies are

emphasized on linguistic aspects in order to master

various forms of reading. Furthermore, the

competency to think in order to interpret and rethink

the reading so that it can be understood and

interpreted. Next the emphasis on social competence

in order to criticize various readings. Then growth

competencies to understand and apply in life.

Standards of ability that students must possess,

according to Stuart Jr. (2014) namely the standard of

reading ability; write; spoken language and linguistic

standards. Thus the standard of literacy learning

becomes a standard that is inseparable from various

learning in various scientific disciplines, especially

science.

Here the teacher has a very important role in

literacy learning in schools. So the improvement of

pedagogical and professional skills in teaching must

continue to be improved in line with the current

development of literacy. Education is not only used to

have practical skills that can be used in the world of

work but the teacher is required to prepare students

who have high-level thinking skills that are used to

answer the challenges of the XXI century such as

finding problems, integrating, analyzing information

and solving problems and having superior characters

that are culture friendly and environment.

A big challenge for a teacher in creating quality

global education includes (1) construction of

meaning, (2) active learning, (3) accountability, (4)

use of technology, (5) improvement of student

competence, (6) certainty of choice, and ( 7)

multicultural society (Arends, 2012). The initial step

to answer these challenges the teacher must

Literature Study of Science Literation with Strategy Sagu Sabu (One Teacher One Book) to Answer the Demogrphic Bonus in XXI Century

233

implement student-based learning. Students

themselves find and define meaning, so that they are

trained to think highly of students. In line with

constructivism, it is assumed that students can

construct experience with new knowledge. Therefore,

learning events should be designed in such a way as

social and cultural activities where students construct

meaning interwoven through the learning media

provided by the teacher.

The challenge of both teachers must be to

determine active learning. In this case students are not

allowed to passively receive information from the

teacher, but students are actively involved in

appropriate experiences, and have the opportunity to

develop meaning and construct their knowledge.

The challenge of the three teachers must have

accountability means that they really master their

fields and are able to carry out learning directly. The

fourth challenge is that teachers must master

technology, in line with a paradigm shift from an

agrarian society to an industrial society, requiring the

application of educational technology in the learning

process, in order to develop the potential of students

in accordance with the needs of society.

The challenges of the five teachers must carry out

to improve students 'competencies in the form of IQ

and increase students' creativity in multiple

intelligences. The challenge of the six teachers must

determine the certainty of the place of teaching,

which is in accordance with the quality and ability of

education. The challenges of the seven teachers must

be able to teach in the situation of students who are

multicultural or culturally diverse. These challenges

can be addressed wisely, by doing self-reflection and

finding the best solutions to meet quality global

education.

The efforts made by the government in responding

to the challenges of the 21st century are changing the

2006 curriculum with the 2013 curriculum. The

Ministry of Education and Culture (2013: 1)

explained that the 2013 curriculum development is

expected to produce productive, creative, innovative

and affective Indonesian people through attitudes

(know why) , skills (know how) and knowledge

(know what) are integrated. This effort was carried

out because the results of the survey showed that

Indonesia's literacy skills were always low. In

connection with this since 2000 literacy skills of

elementary and junior high school students in

Indonesia have been measured several times and

compared to other countries. In 2012, Indonesian

students are still ranked at the bottom with other

countries studied (TIMSS and PIRLS, 2012).

Based on the empirical data above, efforts to

increase students' literacy skills are applied in the

2013 curriculum, by integrating the content of

Indonesian language lessons with other study content.

Through an integrated and differentiated literacy

approach, students are expected to have better

attitudes, skills and knowledge competencies.

Therefore, the 2013 curriculum is not only oriented in

cognitive abilities, but also oriented towards

developing students' attitudes, skills and knowledge.

Based on this, the Ministry of Education and

Culture promoted the School Literacy Movement

(GLS) program which was prioritized from the

Nawacita program, specifically numbers 8 and 9

which are closely related to quality human resources

with high nationalist character and attitude. Ministry

of Education and Culture, (2016: 7-8) explains GLS

is a participatory effort or activity, involving school

citizens, academics, publishers, mass media and the

public.

3.2 Sago Sago Strategy (One Teacher One

Book)

The teacher is the first person to create a literate-rich

school. Teachers are required to be professional in

conducting learning to answer the demands of the

times. It is appropriate for a teacher to transfer his

knowledge to students in the teaching and learning

process. Especially to succeed the GLS program from

the Ministry of Education and Culture is not only

focusing on students, but a teacher must be able to

become a literate student leader. Noble teacher

because of the work. Then work, O teacher, so

students reach the real point of literacy.

Interaction and practice of learning are always

intertwined between teachers and students, brilliant

ideas, interesting ideas, challenging science material,

fun learning methods, all of which can be recorded

and then used as reading sources that can be used as

inspiration for creative students. So, make writing it

as a means of literacy to share with students in

creating generations of character and excellence like

the teacher.

Hernowo (2006) said that nutrition-rich books are

ready to empower readers. In this case it means that

the book contains elements of stories in a coherent

way to attract interest and change readers, especially

students. Not that the book in question is a fiction

book, but the book is delivered in a language that is

easily understood by students, through open stories

and rich in meaning.

The role of the book is very important, namely that

it can educate students by moving students' thoughts

ICTL 2018 - The 1st International Conference on Teaching and Learning

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and perceptions. Through that, students can absorb

the nutrients contained in the book so that they can

closely close the brain cells of students. If students

have absorbed nutrition from the book, students can

achieve literacy activities in the form of the ability to

use language and images in a rich, diverse form, for

example reading, writing, listening, speaking, seeing,

presenting and thinking critically of ideas appeared

even students were able to rewrite ideas that emerged

after reading the nutritious book.

Come on the teachers, start writing. Tony Buzan

(2003) used the shedding method using the left and

right brains to initiate writing. Gabriele Rico (2000)

clustering so that what we spill can bring all of us out.

Let's start with pleasant writing techniques, freely

spill what you want to incise. Do this every day,

develop your writing in children's language. Start by

reading books, articles, journals related to science to

enrich your vocabulary in writing and sharpen your

memory of prior knowledge. Then ask questions in

yourself, write your answers with a light story but

focus on the answers. If this reading and writing

activity is honed every day, then you will be rich in

insight and language. So, you will be able to tell in

writing science textbooks that promote theoretical

discovery, insert certain formulas and lift the name of

the inventor, express ideas and facts. So that the

reader can finally be involved in science activities in

the form of understanding and taking all decisions

related to the surrounding environment and finding

solutions to any problems that exist.

Change for the better, be prepared to get out of

your comfort zone and enter the challenge zone. The

ideal time to adapt is 1 to 2 years, after which we will

become accustomed to these changes. How not, this

is all prepared on the basis of XXI century education

which not only builds knowledge, but also builds the

character, affection and skills of students. This is

believed to be the future children of the nation will be

more advanced and at least parallel with other nations

in the world.

3.3 Answers to the Demographic Bonus

of the XXI Century

Abidin (2015) argued that education in the XXI

century was like a woman with a beautiful face, she

was critical in intellectual, creative in thought, ethical

in association and character in life. All of that is the

result of something that is being fought for at this

time. The literate teacher is a teacher who is ready to

print students to be better than him, equip students

with life skills in the XXI century.

Abidin (2015) states that the initial concept of

struggle began with equality which was defined as the

ability to read and write, scholarship and increasingly

developed into knowledge. From the description, it

can be concluded with multiliteration namely

language skills related to context, culture and media.

Astuti (2016) believes that XXI-century society

needs people with knowledge of scientific and

technological issues. Therefore, the 2013 curriculum

is prepared to produce human resources that can

answer the challenges of life in the XXI century. 2013

curriculum is not just channeling knowledge, but

involves students directly in the process of

developing knowledge. The aspect of assessment

itself is not only to know the achievement of

knowledge, but as a source of inspiration for the

development of learning to find out the weaknesses

of students and seek efforts to improve subsequent

learning.

Abidin, et al (2017) indicate that there are five

basic capital building literacy schools namely

teachers, headmaster leadership, school programs,

facilities and infrastructure, and socio-cultural

community. Benitez et al. (2009) stated that the

development of a good school must begin with a

vision, which will shape the transformative

principals' leadership patterns. With a clear vision,

the principal can determine the mission, goals and

strategies that the multilaterate school wants to

achieve. School programs are realistic and can be

carried out on an ongoing basis, as well as giving

contextual meaning to students. Library, reading

corner is one of the literacy school facilities and

infrastructure, which is convenient for students in

reading. Literacy schools have the ability to develop

the potential that exists within the local community

through a network of education with the community.

Start pioneering multilaterate schools with what we

can do today, so that change can be done immediately

for the better future of students.

4 CONCLUSION

Literacy schools are schools that can facilitate

students to be able to fulfill their students'

competencies in facing the challenges of life in their

day. The teacher is the first person to create a literate-

rich school. Such teachers are professional teachers

who can work to develop their capabilities to create

multilaterate schools through science reading books

that they created for the golden generation.

Literature Study of Science Literation with Strategy Sagu Sabu (One Teacher One Book) to Answer the Demogrphic Bonus in XXI Century

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