Tiurlina Siregar, Agustina Simorangkir

IMPLEMENTATION OF LITERACY CULTURE TO IMPROVE CHEMISTRY LEARNING OUTCOMES

Introduction

Implementation of literacy culture to improve chemistry learning outcomes . Investigate the impact of literacy culture on chemistry learning outcomes in Class X students. While N-gain improved, direct correlation was non-significant.

Abstract

This study aims to examine the influence of the implementation of literacy culture on improving chemistry learning outcomes in class X students of SMA Negeri 7 Jayapura. In this context, the School Literacy Movement (GLS) is required to foster a culture of reading non-lesson books for 10-15 minutes before learning starts. The method used is purposive sampling, with data collection techniques in the form of questionnaires (questionnaires) for literacy culture and cognitive tests for learning outcomes. The results of the study show that the implementation of literacy culture in class X of SMA Negeri 7 Jayapura can improve chemistry learning outcomes with an average n-gain value of 0.52 which is in the medium category. However, the results of correlation and regression analysis showed that the literacy culture variable (X3) had a nonsignificant effect on learning outcomes (Y). The correlation coefficient (R) is very low, which is 0.005.

Review

The study addresses a timely and relevant topic concerning the potential link between literacy culture and academic performance, specifically in chemistry education. The stated aim to examine the influence of implementing a literacy culture, operationalized through the School Literacy Movement (GLS), on chemistry learning outcomes in a specific student population is clear and pertinent to current educational practices. The abstract effectively introduces the context of fostering reading habits before lessons, setting the stage for an investigation into its impact on cognitive learning outcomes. However, the abstract presents a significant and critical contradiction in its key findings that requires substantial clarification for a proper interpretation. While the study reports an average n-gain value of 0.52, categorizing the improvement in learning outcomes as "medium," it subsequently states that correlation and regression analysis revealed a "nonsignificant effect" of the literacy culture variable (X3) on learning outcomes (Y), accompanied by an extremely low correlation coefficient (R = 0.005). These two sets of results appear to be fundamentally at odds. An n-gain score typically reflects a pre-post comparison indicating a change in a group's performance, whereas regression and correlation analyze the *strength and significance of the linear relationship* or *predictive power* of one variable on another. It is crucial for the full paper to meticulously explain how a "medium" improvement can coexist with a "nonsignificant" influence and virtually no correlation. This fundamental discrepancy undermines the clarity and robustness of the study's conclusions as presented in the abstract. Without a detailed explanation of how these results are reconciled, or which statistical finding takes precedence in interpreting the *influence* of literacy culture, the abstract leaves the reader with more questions than answers regarding the efficacy of the intervention. For a full manuscript, it would be essential to thoroughly discuss the methodology of calculating n-gain, the specific research design used (e.g., pre-test/post-test without a control group if n-gain is the primary measure of improvement), and the rationale behind the regression analysis given the reported n-gain. Furthermore, a deeper discussion on potential mediating factors, limitations of the "literacy culture" measurement instrument, or alternative interpretations for the very low correlation and non-significant effect would be highly beneficial to provide a coherent understanding of the study's findings.

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