Analysis of preliminary science literacy ability and student cognitive learning outcomes on the concept of digestive system topic

Abstract

The rapid development of science and technology is proof of the life of the XXI century, which requires various abilities to face the challenges in life. One of the abilities that is used as an indicator of the quality of education and human resources in a country is the ability of science literacy. The position of science literacy is a challenge faced by universities in increasing the output of human resources for quality. In addition, it is also necessary to understand the concept of students in the form of cognitive learning outcomes. This study aims to describe the preliminary abilities of science literacy and student cognitive learning outcomes. This research is descriptive quantitative research. The assessment instrument based on science literacy questions is used to measure four categories of science literacy, namely nominal, functional, conceptual, and multidimensional. Data from the preliminary ability analysis were collected based on the results of scoring students’ answers. The results of the preliminary study show that the students’ preliminary science literacy abilities are still in the nominal (70.96%), functional (29.03%), conceptual (0%), multidimensional (0%) category. Meanwhile, the mean of students’ preliminary cognitive learning outcomes is still in the low category, namely 49.67.