Abstract
This study aims to determine the analysis of scientific literacy skills and the ability of teachers in developing science literacy-oriented learning in Islamic Kindergartens in Bangko City. This study uses a quantitative approach with survey techniques. Data analysis was carried out by means of quantification on each measured aspect and continued with descriptive analysis. Based on the data and discussion as described above, at the end of this study it can be concluded that in general the ability of Islamic Kindergarten teachers in Bangko City is evenly distributed in each category. The scientific literacy ability of teachers with category "A" is 8 people or about 22.22%. There are 9 teachers with literacy ability categories "B" and "C" each or about 25%, while the rest, as many as 10 people or around 27.78% are categorized as "D". In the aspect of teacher ability in developing science literacy-based learning, it is dominated by teachers with the ability category "D", as many as 12 people or about 33.33%, then followed by teachers with category "B" abilities as many as 10 people or about 27.27%. In the third place are teachers with the ability category "C" as many as 9 people or about 25%, and the rest are teachers group with category "A", which is as many as 5 people or about 13.89%. Therefore, the improvement and development of teachers' scientific literacy skills still needs to be improved
Highlights
Science plays an important role in all aspects of life, because it needs to be studied so that all Indonesian people achieve scientific literacy, so as to form a science literate society but still have national character (Liliasari, 2011)
According to Noor (2020), in carrying out science literacy-based learning, teachers must pay attention to the main elements in scientific literacy, namely: (a) scientific literacy indicators are formulated into basic competencies, (b) scientific literacy aspects are included in teaching materials, (c) scientific literacy is packaged in learning tools such as syllabus and lesson plans
In the aspect of teacher ability in developing science literacy-based learning, it is dominated by teachers with the ability category "D", as many as 12 people or about 33.33%, followed by teachers with category "B" abilities as many as 10 people or around 27.27 %
Summary
Science plays an important role in all aspects of life, because it needs to be studied so that all Indonesian people achieve scientific literacy, so as to form a science literate society but still have national character (Liliasari, 2011). The main goal in science education or learning is to prepare students/students to have good scientific literacy skills, namely the ability to understand and use scientific knowledge properly and correctly This is as stated by Angraini (2014) that scientific literacy is defined as the capacity to use scientific knowledge, identify questions and draw conclusions based on facts to understand the universe and make decisions from changes that occur due to human activities. The explanation from Arohman et al, (2016) that scientific literacy ability is the capacity to use scientific knowledge, identify questions and draw conclusions based on facts and data to understand the universe and make decisions from changes that occur due to human activities. Scientific literacy can be defined as the ability to use scientific knowledge, identify questions, and draw conclusions based on evidence, in order to understand and make decisions regarding nature and changes made to nature through human activities (Yuliati, 2017)
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