Analysis of Students’ Scientific Literacy Skills and The Relationship with Critical Thinking Skills on Global Warming Materials

Abstract

This study aims to analyze the scientific literacy skills and critical thinking skills profile of high school students and their relation based on the gender on global warming materials. The research used a qualitative descriptive with the subject of research is 100 senior high school students, consisting of 48 male students and 52 female students. Student’s literacy scientific and critical thinking skills are measured by 16 of the descriptions questions about global warming issues which are valid and reliable with online data collection techniques. The results show that: a) male student’s scientific literacy skills profile are 4% higher than female students, b) there is no significant difference between the profiles of male and female student’s critical thinking skills, c) the lowest percentage indicator of scientific literacy skills of male and female students is interpreting evidence and data scientifically by 75% and 71%, while the highest indicator is explained phenomena scientifically at 83% and 78%, d) the lowest percentage indicators of critical thinking skills of male and female students is evaluated and assess by 36% and 38%, while the highest indicator is to make conclusions by 42% and 45% and e) based on correlation analysis, there is a significant positive relationship between scientific literacy skills and critical thinking skills with perfect criteria ranged from 0.81 - 1.00.