Abstract
Natural Science subjects consisting of Physics, Chemistry and Biology are given to all students starting from elementary school to equip students with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) in 2013, the conception of Science literacy in the PISA (Program for International Student Assessment) supports the importance of students developing a solid understanding of the concepts of pure science and science education and the benefits involved in exploration in the abstract world that exists. on the universe. This study resulted in an analysis of science learning strategies for students of the Department of Science Education that support higher order thinking skills in Science. Two (2) parts of the material will be discussed more focused, namely (a) learning materials and (b) learning strategies. With the learning syllabus that supports the High Order Thinking Skills (HOTS) questions, the opportunity to increase the value of Science education (Physics, Chemistry, Biology) is greater, one of which is the preparation of challenging questions. Challenging science questions will meet the criteria for high-level questions (PISA has question levels from level 1 to level 6). HOTS questions support the development of a solid understanding of pure Science and Science Education concepts. The data sources used in the preparation of this research are the results of the 2000, 2003, 2006, 2009, 2012, 2015 and 2018. PISA surveys and the 2013 curriculum book sourced from the Ministry of Education and Culture.
Highlights
The quality of education, especially science education, is characterized by four criteria, namely: 1) the initial quality of students, 2) the use and selection of quality learning resources, 3) the learning process, and 4) educational output (Ariska, 2015)
Natural Science subjects consisting of Physics, Chemistry and Biology are given to all students starting from elementary school to equip students with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together
According to the Organization for Economic Cooperation and Development (OECD) in 2013, the conception of science literacy in the PISA (Program for International Student Assessment) supports the importance of students developing a solid understanding of the concepts of pure science and science education and the benefits involved in exploration in the abstract world that exists. on the universe
Summary
The quality of education, especially science education, is characterized by four criteria, namely: 1) the initial quality of students, 2) the use and selection of quality learning resources, 3) the learning process, and 4) educational output (Ariska, 2015). Determine the percentage of the emergence of indicators of literacy skills Natural Sciences FKIP Unsri prospective teacher students. This research method is a descriptive study to find out the difficulties and abilities of FKIP Unsri prospective teacher students on reading, mathematics, and science literacy questions for prospective teacher students in FKIP Unsri. The questionnaire aims to find out the difficulties of prospective teachers of FKIP Unsri Science Study Program students in solving reading, mathematics, and sciences literacy questions. The written test aims to measure the literacy skills of sciences for prospective teachers of FKIP Unsri in the Science education at FKIP Universitas Sriwijaya. The results of the interview transcript coding were studied and only a few conversations were selected which did indicate whether or not the students' mathematical communication skills appeared. At the end of the research stage, natural science literacy questions that have been tried out for prospective teacher students in FKIP Unsri will be collected into natural science literacy teaching materials
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