Gender Differences in Students’ Science Literacy towards Learning on Integrated Science Subject

Abstract

In the 21st century, science literacy is very important and must be owned by students in all level of education. This study aims to analyse gender differences in the mastery of students science literacy on Integrated Science learning and variations in each science literacy indicators in junior high school. 166 female students and 117 male students 283 from three schools with different school rank in academic achievement participated in the study. The participants were tested for scientific literacy skills using Computerized Two-Tier Multiple Choice (CTTMC) instrument. CTTMC instrument used consists of 20 questions and have been validated. In addition, CTTMC instrument contains five indicators of science literacy: recognizing the scientific question, identifying the evidence, drawing a conclusion, communicating the conclusion, and demonstrating the understanding of these scientific concepts. Overall, the percentage of mastery of science literacy for female students is better than male students. Of the five predefined science literacy indicators, female students have a dominant value on four indicators except drawing a conclusion. While the male students had more dominance in the third indicator, that is the drawing of a conclusion. The results show that students’ literacy skills are influenced by gender differences.