Indicators Of Scientific Literacy Research Articles

DEVELOPMENT OF SCIENCE LITERACY ASSESSMENT INSTRUMENTS IN SCIENCE LEARNING USING CONTEXTUAL LEARNING MODELS FOR JUNIOR HIGH SCHOOL

In order to address the lack of reliable scientific literacy assessment tools in many schools, it became necessary to develop new instruments. Unfortunately, most teachers had not previously conducted comprehensive scientific literacy assessments or used assessment tools that followed independent curriculum assessment guidelines. As a result, this study was undertaken to create a valid and reliable scientific literacy assessment tool for junior high school students. The assessment tool utilized five scientific literacy indicators: understanding phenomena, explaining phenomena scientifically, using scientific evidence, solving problems, and identifying scientific problems in the earth and solar system. The 4D research and development method was employed in this study, with the development stages simplified to 3D. Research instruments included validation sheets and scientific literacy tests. The final product is a scientific literacy assessment tool consisting of 16 essay questions. Results from content/expert validity testing by material and language experts were 0.83%, and the empirical validation results of the 16 essay questions as a whole were deemed valid. Additionally, reliability testing yielded a value of 0.960, indicating very high reliability. Testing the hypothesis on the left side showed that at least 61% of students possessed scientific literacy abilities, with the same proportion found to be at the developing and advanced stages. However, 11% of students were still in the beginning stages, indicating that they had not yet met the learning objectives criteria.

ESKALASI PROGRAM ALUR MERDEKA MATERI ETNOSAINS PEMBUATAN KLEPON DALAM ESKALASI LITERASI SAINS PADA MATA KULIAH PRAKTIKUM IPA PGSD FKIP UMSU

The background of this program evaluation is the urgent of learning loss due to Covid-19 which calls for learning to be carried out online. By this Alur Merdeka Program, it is hoped that it will be an escalation/improvement of scientific literacy in natural science practicum courses for PGSD FKIP UMSU students. The evaluation method for the Merdeka flow program in scientific literacy escalation and the evaluation results of the implementation of the Merdeka flow evaluation program in scientific literacy escalation in the Science practicum course at PGSD FKIP UMSU in terms of context, input, process, and product. The results of this study are that at the content evaluation stage an analysis of the needs of students, lecturers and learning outcomes is carried out. In the input evaluation step, the validation stage was carried out which resulted in 96.7% of the material being declared valid, 89.3% of the design being declared valid, and 84% of the language being declared valid in the development of learning tools. In the process evaluation step it was stated that in the application of the independent groove there was a change in each of the students' scientific literacy indicators in using the independent groove. students' scientific literacy in channel 1 has increased compared to pre-stream. Where in explaining the phenomenon there is an increase from an average of 75.4 to 89.23. The indicators evaluating and designing scientific investigations increased from 78.6 to 90 and the indicators interpreting data increased from an average of 75 to 91. In the final stage, namely product evaluation, it was stated that the learning tools used

Analysis of Science Literacy of XI Class Students In Buffer Solution Materials

The background of this research is that the world of education is currently intensively developing scientific literacy skills for students. This condition is the result of the rapid development of science and technology (IPTEK), so students must be able to act wisely and be able to adapt to science, environment, society, and technology. The purpose of this study was to determine the level of scientific literacy in nominal, functional, conceptual, and multidimensional aspects of class XI students on buffer solution material at State Senior High School (SMAN) 1 Binjai, Langkat Regency. This research method is a survey research, using a cross-sectional survey design. The sample in this study was taken from class XI IPA 1, totaling 30 people based on a purposive sampling technique. The research instrument used was a scientific literacy test in the form of essay questions, with indicators of scientific literacy referring to the theoretical framework. Based on the results of data analysis, it was found that the average value of students' scientific literacy abilities, nominal literacy indicators were 83.33%, functional indicators were 57.67%, conceptual indicators were 59.07%, and multidimensional indicators were 28.49%.

Developing Students’ Scientific Literacy through Wikipedia Digital Library

This study investigates the impact of utilizing the digital library Wikipedia on high school students’ scientific literacy skills in biology. This research used a quasi-experiment design with a one-group pre-test and post-test method, conducted in a high school in Bandung, Indonesia. The participants consisted of 60 tenth-grade students. The research instrument consisted of 24 multiple-choice questions designed to assess nine scientific literacy indicators, including the ability to describe phenomena scientifically, design and evaluate scientific investigations, and interpret data and evidence scientifically. Each question was scored dichotomously, with the correct answer receiving a score of 1 and incorrect answers assigned a score of 0. Pre-test and post-test scores were analyzed using the Rasch model through Winsteps Version 3.73. Based on data analysis, the items fit with the Rasch model because the infit and outfit MNSQ is 1.0 and the residual item of unexplained variance is 2.3% to 9.8%. The reliability of the items shows an item value of 0.97, which is classified as excellent. The indicators considered the most difficult before being treated were identifying accurate scientific ideas, distinguishing between types of sources, and evaluating literature source validity after the treatment. There was a significant improvement in students’ scientific literacy skills after utilizing the digital library, Wikipedia. The findings provide valuable insights into the effectiveness of integrating digital media into biology courses, highlighting the potential of Wikipedia as a digital reference source for enhancing students’ scientific literacy in high school settings.

Teachers’ Perception of the Minimum Competency Assessment Instrument (AKM) based on Lynk.id to measure Students’ Scientific Literacy on Solar System Material

The aim of my research is to determine science teachers' perceptions of the Link.id-based minimum competency assessment instrument to measure students' scientific literacy on solar system material. The research method used in this research is a mixed method with Sequential Explanatory Design. Data was first collected using a questionnaire and then analyzed using descriptive analysis. This questionnaire was distributed to 36 teachers and 124 junior high school students in Metro City. The research results show that teachers have a positive perception of the use of the Lynk-based Minimum Competency Assessment instrument to measure students' scientific literacy on solar system material. The results of the research show that 67% of teachers have not implemented active learning which leads to developing students' scientific literacy, and 33% of teachers have implemented active learning leading to scientific literacy but have not fully implemented the indicators of scientific literacy. Meanwhile, the level of success in an education does not only look at the learning process, just looking at the 21st century the biggest challenge to the development of competency assessment in Indonesia is no longer relying on individual assessments through the National Examination but see the assessment results continuously. Based on the research results, the level of scientific literacy assessment of students in solar system material is low, this is because students have difficulty applying indicators of scientific literacy. Based on the questions that have been studied, it is known that the questions in the cognitive aspect are still at C1 and C2 levels such as memorizing, explaining, and identifying. As well as based on the questionnaire given that 52% of the assessment is still traditional, namely by using a written formative test and not fully able to take advantage of technological developments. So there is a need for an innovative and effective assessment model so that it can provide measurable, valid and efficient results, one of which is using the Lynk.id platform. Based on the results, it can be concluded that science teacher’s perceptions of the Lynk-based minimum competency assessment instrument can measure aspects of student’ scientific literacy in solar system material.

Science Literacy Profile of Junior High School Students on Climate Change Material

This research aims to describe the profile of scientific literacy abilities in science subjects with material on climate change for class VIII students at SMPN 3 Cileungsi. The research was conducted using the ex-post-facto method on 76 respondents. Data collection was carried out using an interview guide sheet and a scientific literacy test which consisted of competency aspects in explaining scientific phenomena, evaluating and designing scientific investigations, and interpreting scientific evidence and data. The scientific literacy data was then analyzed using quantitative descriptive tests. Based on the results obtained, the average scientific literacy score was 31.58% in the low category. The highest level of knowledge was in the low category in 47 respondents with a score of 61.8%, while the highest score was in the 29 respondents with a score of 38.2% in the medium category. The low scientific literacy abilities of students are influenced by several factors such as learning resources that lack scientific literacy coverage, evaluation questions that do not refer to scientific literacy indicators, and digital teaching materials that are able to increase scientific literacy. Based on the data obtained, it can be concluded that students' scientific literacy in climate change material is still relatively low.

Creative Thinking-Oriented Students' Scientific Literacy Skills: Preliminary Study

This research is a descriptive quantitative that aims to determine the understanding of science teachers and students' knowledge in solving creative thinking-oriented scientific literacy questions. The instruments used in this research were a teacher interview questionnaire and creative thinking-oriented scientific literacy essay questions. Teacher interview data were analyzed using a descriptive percentage, and student test results were analyzed using descriptive statistics by calculating the average percentage score for creative thinking-oriented scientific literacy skills based on scientific literacy indicators and creative thinking indicators. The results of the analysis show that 83.33% of teachers still rarely and almost never use scientific literacy and creative thinking assessments in science learning. Meanwhile, in the results of the analysis of the students' test data, the average percentage for the scientific literacy indicator was 22.86% and the creative thinking indicator was 23.23% with the predicate of very poor and in the low category. Thus, it can be concluded that the understanding of junior high school science teachers in Langsa City in developing creative thinking-oriented scientific literacy assessments is still low. This has an impact on the students' abilities, which show that the creative thinking-oriented scientific literacy skills are classified as very poor in the low category

Science Literacy Profile of Junior High School Students on Climate Change Material

This research aims to describe the profile of scientific literacy abilities in science subjects with material on climate change for class VIII students at SMPN 3 Cileungsi. The research was conducted using the ex-post-facto method on 76 respondents. Data collection was carried out using an interview guide sheet and a scientific literacy test which consisted of competency aspects in explaining scientific phenomena, evaluating and designing scientific investigations, and interpreting scientific evidence and data. The scientific literacy data was then analyzed using quantitative descriptive tests. Based on the results obtained, the average scientific literacy score was 31.58% in the low category. The highest level of knowledge was in the low category in 47 respondents with a score of 61.8%, while the highest score was in the 29 respondents with a score of 38.2% in the medium category. The low scientific literacy abilities of students are influenced by several factors such as learning resources that lack scientific literacy coverage, evaluation questions that do not refer to scientific literacy indicators, and digital teaching materials that are able to increase scientific literacy. Based on the data obtained, it can be concluded that students' scientific literacy in climate change material is still relatively low.

Pengaruh Model Pembelajaran REMAP STAD dalam Melatih Keterampilan Literasi Sains Peserta Didik

This study aims to determine the effectiveness of the STAD Remap learning model which can be used dynamically, as well as to facilitate students in a structured way to understand each p learning material which has very broad material derivations. Understanding broad material requires valid media. The research carried out is classified as a quasi experiment. The respondents in this research were science students at SMA Negeri 4 Malang. Data on scientific literacy skills is measured using essay questions that have been adapted to the achievement indicators of scientific literacy according to Gormally. The questions prepared are validated by expert validators before being carried out by students. Then a prerequisite test was carried out, namely the normality test and homogeneity test and finally the anacova one way test to find out the role of the STAD Remap learning model in improving students' scientific literacy skills

Effectiveness of E-LKPD IPA through Socioscientific Inquiry Based Learning (SSIBL) Model to Improve Students’ Scientific Literacy Skills

The aim of this study was to test the effectiveness of E-LKPD IPA through Socientific inquiry-based learning (SSIBL) Model in improving students’ scientific literacy skills. The research type used is pre-experimental with one group pretest-posttest design. The effectiveness test was undertaken at SMP Negeri 3 Kubutambahan in the even semester of the 2022/2023 school year. The research subjects were students of class VII A, it consisted of 36 students. The research instrument used was a scientific literacy test which adjusted for scientific literacy indicators in PISA 2018. The data analysis used was descriptive analysis in the form of an average score (mean) and a normalized n-gain score obtained from the pretest and posttest results. The results indicated that a normalized n-gain was 0.59 in the medium category and the results of the one-sample proportion test showed that students’ mastery of scientific literacy was more than or equal to 75%. Thus, E-LKPD of SSIBL model is effective in improving student’s scientific literacy skills

IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI MELALUI PBL UNTUK MENINGKATKAN KEMAMPUAN LITERASI SAINS SISWA KELAS X.3 SMAN RAMBIPUJI

Literacy skills are needed by students in the rapid development of information and communication technology, and the internet. The results of the latest PISA survey showed low students' reading ability when compared to the previous year. This study aims to improve the scientific literacy skills of class X.3 students of SMAN Rambipuji by applying differentiation learning through problem-based learning. The type of research used is the action research class which consists of the planning, implementation, observation and reflection stages. The subjects in this study were students of class X.3 at SMAN Rambipuji Jember which consisted of 36 students. Data were obtained from interviews, observations, documentation, and tests in the form of post-test questions which contained indicators of scientific literacy. The results showed that there was an increase in scientific literacy skills of X.3 class students from an average score of 54.6 to 70.3 when differentiated learning was applied through problem-based learning in cycle I and cycle II

The Validity of Research-Based Teaching Supplements to Improve Students' Scientific Literacy

The development of teaching supplements based on research results regarding the dangers of vaping needs to be conducted considering that there is no integration regarding the dangers of vaping in biology subjects. Students need to improve information about the dangers of vaping through scientific literacy. The data collection techniques in this study consisted of a questionnaire. Through the data collection, the instruments needed in this study include validation sheets of material experts and media experts. The data were analyzed quantitatively to determine the category of validity and deepened by qualitative analysis. Based on the results of expert validation, research-based teaching supplements regarding the dangers of vaping were generally very valid with the average validation score of the two validators being 94.45%. The material contained in the teaching supplement was also adapted to current scientific developments related to the dangers of vaping by following scientific literacy indicators. The effectiveness of teaching supplements was determined based on the N-Gain value, the N-Gain value obtained was 0.76 which is in the High category

Using Transcript Based Lesson Analysis to analyze students’ scientific Literacy About Lithium-Ion Batteries on the Concept of Redox Reaction

The lithium-ion battery context can be implemented in learning by using green chemistry in analyzing students' scientific literacy. This study aims to investigate the scientific literacy profile of students who appear in lithium-ion battery learning with a problem-based learning model in high school. The scientific literacy indicator is used based on the 2015 PISA Framework. The method used in this research is descriptive qualitative. This research was conducted in one of the high schools in the city of Bogor, West Java. The research subjects consisted of 27 students of class XII MIPA 6. The instruments used were observation, LKPD, and audio-video during the learning process. The data obtained were analyzed using Transcript-Based Lesson Analysis (TBLA). The results showed that the 4 indicators of scientific literacy appeared in the learning of the first meeting and the second meeting. The results show that the profile of the emergence of scientific literacy of students at the first meeting is an indicator of scientific knowledge (39%); indicators of science competence (38%); context indicators (13%); and science attitude indicators (10%). The profile of the emergence of scientific literacy of students at the second meeting, namely the knowledge indicator (37%); competency indicators (31%); context indicator (25%); and science attitude indicators (7%). The overall results show that the 4 indicators of scientific literacy that appear are related to each other, but are still low. The low achievement of students' scientific literacy is because they are not used to expressing what is in their minds and teachers have not been able to ask questions that encourage them to be scientifically literate. Analysis of scientific literacy activities and dialogue during learning can be used as a reflection for teachers to evaluate and improve further learning.

Analysis of Scientific Literacy Ability Junior High School Students in Science Learning on Environmental Pollution

The development of science in the 21st century science has an important role, especially natural science. Scientific developments in the field of education require students to have skills that will continue to be used to improve the quality of human resources. One of the skills needed is scientific literacy skills which are important for students to have because they can make students not only memorize subject matter but can make students able to understand and analyze science concepts and processes that occur contextually. Scientific literacy has indicator aspects namely explaining phenomena scientifically, evaluating and designing scientific investigations, and interpreting data and evidence scientifically. This research is descriptive research. Research subjects of grade 8 students in the academic year 20 21/2022. The purpose of this study was to analyze the scientific literacy abilities of SMPIT Al-Ghozali students in science learning on environmental pollution. Data collection techniques used scientific literacy tests with reference to aspects of scientific literacy indicators and interviews. The results showed that students' scientific literacy achievement was 54.14% with sufficient criteria and the highest achievement indicator was 60% in the aspect of the indicator explaining phenomena scientifically. The results of this study indicate that students' scientific literacy needs to be improved in science learning activities

Validity of Science Literacy on the Respiratory System in Indonesia’s Merdeka Curriculum

Objective: This study aims to produce a junior high school-level scientific literacy test on the topic of the human respiratory system in the Merdeka Indonesia curriculum. Method: The method used in this study is a modified research and development method. The data collection technique was carried out using the validation method of Aiken calculations. The scientific literacy test instrument was developed using scientific literacy indicators from the adaptation of Gormally et al. (2012) combined with learning objectives. Then it was validated by three validators who are experts in their fields. The validator provides a Likert scale score (1-4) and suggestions as material for consideration for improvement. The validator assesses the instrument based on material substance, construction, and language aspects. The research data were analyzed quantitatively and descriptively. Results: The results of the validation were then carried out by Aiken calculations, with very valid results, namely the value of V ≤ 0.80 on the substance aspect of 0.89, the construction aspect of 0.94, and the language aspect of 0.93. The scientific literacy instruments developed are valid and can be used to measure the scientific literacy of junior high school students in the Merdeka Indonesia Curriculum. Novelty: This research can provide an overview of scientific literacy instruments per the Merdeka curriculum, which can motivate teachers to train in scientific literacy.

Reading to Learn Models: A Strategy to Improve Student Science Literacy About Addictive, Additive, and Psychotropic Substances

Scientific literacy an individual’s understanding of scientific concepts, phenomena and processes, and their ability to apply this knowledge to new and, at times, non-scientific situations. The science literacy of Indonesian students is still low as seen from the results of the PISA test as long as Indonesia participates in this program. One learning model that can improve students' scientific literacy is the implementation of Reading to Learn (R2L). R2L is a strategy that can be applied by teachers to train students' reading skills with the aim of increasing literacy.The purpose of this study was to determine the effect of the implementation of R2L on students' scientific literacy about addictive, additive and psychotropic substances. This type of research is a quasi-experimental carried out with a posttest only control group design. This study conducted in SMP N 29 Padang. The sample is 31 student in experiment class and 27 students in control class. Science literacy data of the subject was collected by multiple choice test that arranged based on scientific literacy indicators. Realiabity of the instrument was very high category. The results of hypothesis testing using the independent sample t test showed that significance value is smaller than alpha, 0.000 <0.05, so that R2L model had a positive effect on students' scientific literacy.

Inquiry-based Science Teaching through Constructionism: a path towards scientific literacy

Inspired by the concept of bricolage brought by Seymour Papert to education, this work articulated a theoretical and methodological set composed by Constructionism, Inquiry-based Science Teaching and Augmented Reality, aiming to achieve Scientific Literacy indicators. This articulation was concretized in a biology didactic planning, experienced in the second year of high school in a public school. The search for scientific literacy indicators was carried out by means of Textual Discourse Analysis. The results show that the theoretical-methodological set led the students to construct several indicators proposed in the literature of the area. We conclude that constructionist approaches via inquiry teaching are a viable path to scientific literacy and suggest that bricolage should be a strategy encouraged in basic education teacher training or improvement courses.

Profile of Scientific Literacy Skills on The Subject of Global Warming Senior High School in Jember

In the 21st century, students are required to have scientific skills that are used to face globalization with advances in technology and knowledge. One of the skills that must be possessed by students is scientific literacy skills. Scientific literacy is very important to be owned and understood by students because students can analyze and understand the relationship between scientific concepts and problems that exist in the environment around students. This study analyzes profil of scientific literacy in class XI students in several high schools in Jember Regency. Scientific literacy indicators include explaining scientific phenomena, analyzing and interpreting data to draw conclusions, as well as evaluating and designing. This type of research is descriptive research with data collection by google form. Based on the google form, shows that 58% of indicators explain scientific phenomena with low category, for indicators to analyze and interpret data to draw conclusions to get 48% data in the very low category, while evaluating and designing indicators get 59% in the low category. Based on these data, it shows that the scientific literacy skills of class XI students in Jember City is still low.

Profile of Scientific Literacy Skills on The Subject of Global Warming Senior High School in Jember

In the 21st century, students are required to have scientific skills that are used to face globalization with advances in technology and knowledge. One of the skills that must be possessed by students is scientific literacy skills. Scientific literacy is very important to be owned and understood by students because students can analyze and understand the relationship between scientific concepts and problems that exist in the environment around students. This study analyzes profil of scientific literacy in class XI students in several high schools in Jember Regency. Scientific literacy indicators include explaining scientific phenomena, analyzing and interpreting data to draw conclusions, as well as evaluating and designing. This type of research is descriptive research with data collection by google form. Based on the google form, shows that 58% of indicators explain scientific phenomena with low category, for indicators to analyze and interpret data to draw conclusions to get 48% data in the very low category, while evaluating and designing indicators get 59% in the low category. Based on these data, it shows that the scientific literacy skills of class XI students in Jember City is still low.

Pengembangan Instrumen Penilaian Kemampuan Literasi Sains‎ ‎pada Pembelajaran Biologi

Abstract. This study aims to develop a scientific literacy-based assessment instrument describe characteristics of the scientific literacy-based test instrument in Biology learning especially ecosystem material and validity test a scientific literacy test instrument developed in Biology learning especially ecosystem material. This type of research is Research and Development (RnD). The methods used include questionnaires and documentation. The test instrument developed was in the form of a description test equipped with supporting information for questions covering three indicators of scientific literacy, namely suitability of questions with various indicators, including indicators explaining scientific phenomena, designing and evaluating scientific investigations, and interpreting scientific data and evidence. The final product of the science literacy-based test in Biology learning produces 10 items which are at the cognitive level of C1 (Remembering) to C6 (Creating). The validation results show that the instruments developed based on four aspects of assessment, namely material aspects (93%), construction (94%), language (93%), and scientific literacy (92%) are in the valid category with an average of 93% very worthy criteria. Keywords: test instruments, science literacy, biology learning