An Analysis of Teacher Candidates Scientific Literacy through Nature of Science (NoS) in Inquiry-Based Learning

Abstract

The purpose of this study is to determine the scientific literacy of teacher candidates through Nature of Science (NoS) in Inquiry-Based Learning. This research uses descriptive research method with quantitative approach. The subjects in this study were 24 students in the A4 class of Teacher Candidate study program. The researchers used the scientific literacy test, observation, and documentation instruments to analyze students’ scientific literacy. The indicators of scientific literacy that are used refer to the scientific literacy according to PISA. The results showed the achievement of scientific literacy of students with a high category of 62.5%, with a moderate category of 25%, and a low category of 12.5%. Meanwhile, the achievement of each indicator in each aspect of scientific literacy shows that student literacy related to the achievement of the scientific context aspect is 84.83%, the aspect of science knowledge is 86.32%, and the aspect of science competence is 81.99%. The mean percentage of students achieving scientific literacy from all aspects is 84.38% with a high category. Thus, it can be concluded that lectures through Nature of Science (NoS) in Inquiry-Based Learning can be used to improve students’ scientific literacy.