Multidisciplinary, Interdisciplinary, and Transdisciplinary Approaches in Literacy Learning Model

T Sunarti et al 2020 J. Phys.: Conf. Ser. 1491 012054

https://iopscience.iop.org/article/10.1088/1742-6596/1491/1/012054/pdf

Abstract

A multidisciplinary, interdisciplinary, and transdisciplinary approach has an important contribution to designing a quality model. The purpose of this study is to determine the feasibility of the Literacy Learning Model (LLM) based on a review of multidisciplinary, interdisciplinary, and transdisciplinary approaches. The research included a meta-analysis study through a review of 23 previous articles relating to the contribution of physics, educational psychology, and technology in LLM design. Data collected is done by reduction, identifying variable, mind map, exposure, and conclusion. The results showed that physics, educational psychology, and technology; also multidisciplinary, interdisciplinary, and transdisciplinary approaches have contributed to the LLM design. This has made the feasibility of LLM as an innovative learning design to train literacy learning planning for pre-service physics students.

Conclusion

The multidisciplinary and interdisciplinary application can be seen from the role of each field of physics, educational psychology, and technology in the development of scientific literacy and its learning. Furthermore, the integration of these three fields can produce LLM designs that facilitate the activities of lecturers and students in constructing scientific literacy capabilities (through scientific inquiry, problem-solving, technology products, and decision making), and the activities of producing and implementing science literacy learning through identifying PPLS examples, preparing PPLS, implementing through peer teaching, discussion and revision of PPLS. The adoption of a transdisciplinary approach in LLM makes this design more creative, original, and tested in practicing a positive attitude towards science, scientific literacy skills, and planning literacy learning skills for prospective physics teacher students. To strengthen the results of this study, further research is needed in the fields of science, biology, and chemistry.

Paulo de Mello
Coordenador do GEPECH