Strengthening Student Science Literacy Based on Experience and Discovery Learning through Cascara Kombucha Fermentation Research

Abstract

Objective: This study aims to describe the results of group assessments in experiential learning activities and to analyze individual discovery-learning abilities using the Claim–Evidence–Reasoning (CER) rubric to strengthen students’ science literacy in the context of cascara kombucha fermentation research. Method: The study used a descriptive quantitative design supported by qualitative data. The subjects, divided into five groups, participated in a seven-day cascara kombucha fermentation experiment. Data were obtained through group assessments for experiential learning and individual CER-based assessments for discovery learning, then analyzed using descriptive statistics and qualitative interpretation. Results: The group assessment results showed adequate ability with an average score of 72.7–79.7, with group 3 obtaining the highest score. The CER assessment showed that 20 students were in the insufficient category and 10 students were in the high category, with none in the "low" category. Novelty: The integration of experiential learning and discovery learning in kombucha fermentation research has been proven to strengthen students’ scientific literacy and the quality of their scientific arguments. In addition, the CER rubric is effectively used as an evaluation standard to monitor the development of scientific reasoning in science learning.