Literacy Questions Research Articles

The FINRA Foundation’s National Financial Capability Study: Unpacking 12 years of data on U.S. financial capability

Abstract The National Financial Capability Study (NFCS) is a large-scale, ongoing research project of the FINRA Foundation that provides a broad range of stakeholders the ability to examine and better understand the financial capability of U.S. adults. First introduced in 2009, the NFCS has dozens of publicly available reports and data sets that are free to download. Data from the NFCS contain information on people’s ability to make ends meet, their management of financial products and services, the extent to which they plan ahead, their financial knowledge and decision-making, and numerous other topics. This paper provides an overview of the history, methodology, and some insights gained from the NFCS over the years. In addition, given the NFCS’ unique role as the birthplace of the Big 5 financial literacy questions that are present in all waves of the NFCS, we discuss the role of the NFCS in aiding our understanding of financial knowledge in the United States. The paper concludes with a look toward the future of the NFCS.

What Are the Social Science Literacy Abilities of Junior High School Students After the Pandemic?

Objective: The objective of this study is to examine the impact of teacher learning on the social science literacy skills of post-pandemic junior high school students. Theoretical Framework: This research is crucial to elucidate the observed decline in students' science literacy proficiency over recent years. Method: The study used a Kirkpatrick design with four parts. It involved four junior high schools, 14 teachers, and 423 students. Data were collected through interviews, questionnaires, observations and tests. The data were analysed using a variety of techniques, including graphs. Results and discussion: Aiken's formula showed that the research questionnaire and literacy questions are highly suitable. The research questionnaire had a Cronbach Alpha value of 0.950, which is excellent, while the literacy questions had a value of 0.727, which is good. 95% of students achieved the reaction dimension, 91% achieved the learning dimension, 88% achieved the behaviour dimension, and 69% achieved the outcome dimension. The results show that 30.97% of students did not achieve proficiency in social science literacy after learning. This is important for Sustainable Development Goal 4, which is about making sure everyone has access to quality education and learning opportunities. More research is needed to gain a better understanding of this outcome. Research implications: This study contributes to the field by providing a comprehensive evaluation of social science literacy skills among post-pandemic junior high school students.

Exploration of Students' Abilities in Solving Mathematical Literacy Problems on Geometry Material Using Polya's Steps

Students face challenges in understanding the minimum competency assessment (AKM) mathematical literacy questions, as they struggle to interpret and solve the problems effectively. This difficulty stems from their low comprehension of the questions and limited problem-solving skills, particularly when confronted with questions differing from the examples provided by the teacher. This study investigates students’ abilities to solve AKM mathematical literacy questions using Polya’s problem-solving steps. The research is descriptive with a qualitative approach, involving a population of all Grade VIII students at SMP 21 Bengkulu City during the 2023/2024 academic year. The sample consisted of 30 students from class VIII.3 and 30 from class VIII.6. Data collection included test and non-test (interview) methods, utilizing AKM-based test instruments and Polya step-guided problem-solving tasks. Results indicated that 44 students (73.33%) demonstrated low ability, 11 students (18.33%) showed medium ability, and only 5 students (8.33%) exhibited high ability in solving AKM literacy questions. Overall, students’ problem-solving skills were categorized as low, with notable difficulties in planning, executing, and reviewing solutions to mathematical problems.

DEFRAGMENTATION OF CONSTRUCTION HOLE THINKING PROCESS OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING NUMERATION LITERACY QUESTIONS

Teachers must be aware of and take action regarding students' errors in creating incomplete mathematical concepts, also referred to as construction holes, particularly when it comes to answering numeracy literacy questions. This will help students rebuild their understanding of numeracy literacy questions overall. By using diagrams to depict the answers to numeracy literacy questions both before and after the defragmentation process, this study seeks to identify the places where pupils fall short conceptually. A mixed-methods research methodology was employed for this study, which was conducted in two phases: quantitative analysis was used in the first phase, and qualitative analysis in the second. Based on the research findings, the numeracy component of the statistics curriculum is where the gaps in students' thinking processes are located. Students' thought structures can be strengthened by the use of defragmentation. When answering questions on numeracy and literacy, the defragmentation method utilized is scaffolding at level two, which consists of explaining, reviewing, and restructuring. The mean, mode, and median material in the student results contained construction holes that were later resolved through a scaffolding type that involved three steps: explaining, reviewing, and restructuring. This process helped students avoid making mistakes when answering the questions about the mean, mode, and median.

Analysis of Students’ Scientific Literacy Abilities on Science Learning in High School

The world of education plays an important role in civilization and the mobility of future generations. However, there are still weaknesses in the learning process, especially in methods that are monotonous and rely on memorization, which results in students having difficulty relating learning to real contexts. Science learning in schools emphasizes results, while the process is often neglected. Scientific literacy, which includes content, context, competencies and attitudes, is the focus of this research to improve students' scientific literacy abilities at the high school level. Data from the Program for International Students Assessment (PISA) shows that scientific literacy in Indonesia is still low. This research aims to analyze students' scientific literacy profiles. Data collection was carried out through scientific literacy questions that were validated constructively and empirically. The scientific literacy indicators measured include 1) Identifying valid scientific opinions; 2) Understanding of research design elements and their influence on findings; 3) Ability to complete tests or questions related to scientific phenomena; 4) Understanding and interpreting basic statistics; 5) Ability to draw conclusions, observe and make decisions based on data. Students' scientific literacy abilities are divided into very good, good, sufficient and poor categories. Based on the research results, it was found that the percentage of students in the very good category was 27.08%, in the good category was 31.25%, in the fair category was 36.45%, and in the low category was 5.20%. Based on these results, it can be concluded that the highest percentage describing students' scientific literacy abilities is at sufficient criteria. Therefore, it is important to increase students' scientific literacy.

Education-based differences in alcohol health literacy in Germany.

Alcohol health literacy is critical for informed consumer decision making but has yet received limited attention in public health research. We therefore seek to measure alcohol health literacy and its educational distribution in Germany. In this cross-sectional study, we developed and applied a brief nine-item questionnaire on alcohol health literacy in an adult convenience sample (n = 391; February to April 2023). The association of educational attainment with 'insufficient' alcohol health literacy was tested in adjusted logistic regression models. Insufficient alcohol health literacy was recorded in 47.8% of men and 41.1% of women in our sample. While most respondents correctly identified common misconceptions and wrong beliefs about alcohol and were able to specify low-risk drinking limits for women and women during pregnancy, only few correctly identified all alcohol-related health conditions, especially respiratory and infectious diseases. Respondents with low education were 1.35 (risk ratio [RR], 95% confidence interval 1.09-1.50, p = 0.014) times more likely to have been classified as having insufficient alcohol health literacy than high-educated respondents. There was no statistically significant difference between respondents with medium versus high education (RR = 1.22, 95% confidence interval 0.99-1.43, p = 0.060). Educational gaps in alcohol health literacy question a policy rationale that is fundamentally based on the premise of informed consumer choice. Strategies to raise alcohol health literacy must ensure that they reach all population groups, for instance, by providing health warning labels on alcohol containers.

Penggunaan Konteks Budaya Ramayana Ballet Prambanan Untuk Soal Literasi Matematika Bagi Siswa SMP

The purpose of this research is to develop and classify mathematical literacy questions using the context of Ramayana Ballet Prambanan Ballet for junior high school students. The type of research used is design research. The data collection methods used were observation, test, and interview. The instrument validation process used by researchers is expert validation and the technique used to test data validity is triangulation technique. The data analysis process used was reducing data, presenting data, and drawing conclusions. The results obtained were from the context of the Ramayana Ballet Prambanan Ballet could be made eight questions in the domain of numbers, data and probability analysis, algebra, measurement, and geometry for cognitive levels (1) knowing with a counting indicator, (2) applying with interpreting, applying/executing indicators, and (3) reasoning with a making justification indicator.

THE EFFECT OF READING TO LEARN (R2L) MODEL ON SCIENCTIFIC LITERACY OF LIVING THINGS CLASSIFICATION LEARNING MATERIALS

This study aims to determine the effect of R2L model on scienctific literacy competence of students on the classification of Living Things learning material. The type of this research is a quasi experiment with nonequivalent control group design. This research was conducted in the 7th grade of SMPN 7 Payakumbuh, West Sumatra. The sampling was taken by purposive sampling technique to get 32 students of class VII.I as experimental group and 23 students of class VII.II as control group. The instrument used is a test of science literacy questions as many as 16 questions with 3 forms of questions. The results showed that the use of the R2L model increase the science literacy competence of students. The important syntax in supporting the improvement of students' scientific literacy competence is at the detailed reading and note-making stages. This stage allows students to read the reading text attentively and find important words in the text.

Analysis of Students' Scientific Literacy Ability in Solving HOTS-Based Chemistry Questions

Students' scientific literacy abilities are relatively low; apart from that, students are not yet accustomed to solving HOTS-based chemistry science literacy questions, especially in content, context, and science competency. This research aims to analyze the distribution of students' scientific literacy abilities in content, context, and competency. The instruments used are reasoned multiple-choice tests and essays. This research used quantitative descriptive research with a sample of all class XI Science students at SMA Negeri 2 Percut Sei Tuan for the 2023/2024 academic year. The results of data analysis show that the distribution of students' scientific literacy abilities in the content aspect is 71.33% in the content domain in the medium category, the procedural domain 57.11%, and the epistemic domain 56.99% in the low category. The distribution in the context aspect of the health domain was 66.08% in the medium category; the natural resources domain is 48.25%, and the environmental domain is 42.66%, which is in the deficient category. Moreover, the distribution in the domain competency aspect of explaining scientific phenomena is 55.13% in the low category; the domain of evaluating and designing investigations is 44.64%, and the domain of interpreting data and evidence scientifically is 46.68% in the deficient category.

Transforming science literacy: assessing the ability of chemistry teacher candidates through the viewpoint of Islamic values

Science literacy assessment is important to familiarize students with literacy questions based on aspects of science knowledge and its interaction with the environment, technology, and society. Students' low science literacy is often caused by teachers' low science literacy. This study aims to analyze (1) the science literacy skills of chemistry education students in basic chemistry courses; and (2) the science literacy skills of chemistry education students based on competency aspects which are divided into three achievement indicators. This research is a descriptive study with a quantitative approach, with subjects 21 semester 6 students of the chemistry education study program at UIN Sayyid Ali Rahmatullah Tulungagung. The instrument used was a scientific literacy test in the form of an essay test with 22 questions which have been validated by 2 chemistry education lecturers, and the test results with a test reliability of 0.629, as well as a difficulty level of 1 easy question, 19 medium, and 2 difficult. The results showed that (1) students' science literacy skills were in the "sufficient" category with an average score of 43.9. (2) Analysis based on competency aspects shows the ability to explain phenomena scientifically and identify scientific issues is in the sufficient category, but the use of scientific evidence is low. The findings are expected to provide input to improve learning and practice of science literacy in preparing students as future educators.

DEVELOPMENT POP-UP BOOK: A LEARNING MEDIA TO REDUCE FOOD LOSS AND FOOD WASTE IN JUNIOR HIGH SCHOOL STUDENTS

The development of interesting learning media needs to be done to attract students' interest. Food loss and food waste are quite serious problems because the effects of food loss and food waste are very detrimental to humans. One of the learning media that can be developed as an educational effort related to the problem of food waste and food loss, namely pop-up books. The purpose of this study was to determine the results of the validity, effectiveness, and practicality of pop-up books to train students to reduce food loss and food waste. The research design used research and design (R&D). The participants in this study were class VII in one of the Surabaya city junior high schools in the Even Semester 2021/2022. The instruments used in the study, namely: feasibility test instruments for media experts, media feasibility test instruments for material experts, food loss and food waste literacy questions, and response questionnaires. Data collection techniques, namely: written tests, observations and surveys with paper & pencil. Data analysis techniques for validity use a Likert scale by finding the average, effectiveness is analyzed using Normalized change, and practicality is analyzed using a response questionnaire by finding the percentage of each indicator. The results of this study, material expert validators obtained a percentage of 90% and media expert validators obtained a percentage of 93%. The effectiveness of this media obtained a score of <c> = 0.67 with the interpretation of moderate improvement. The practicality of this media obtained a percentage of 93% with a very good interpretation. Pop-up book food loss and waste is a feasible media to be used in learning to train and reduce food loss and food waste.

Students' Heuristics in Solving Mathematical Literacy Problems on System of Linear Equations with Two Variables Topic

Heuristics are general steps that guide in solving problems to find the solutions, one of which is problems in mathematical literacy problems regarding Systems of Linear Equations in Two Variables (SLETV) topic. This qualitative descriptive research aims to describe students' heuristics in solving mathematical literacy questions on SLETV. Three subjects were selected through a mathematical literacy test, namely one student with high test result criteria, one student with medium test result criteria and one student with low test result criteria. The research instruments used were mathematical literacy tests, interview guides, and documentation. Data analysis was carried out in three stages, namely reducing data, presenting data, and make a conclusions. The research results showed that students with high and medium test result criteria used the same heuristics, namely `make suppositions’, ‘use a model’, ‘use an equation’, ‘simplify the problem’, ‘solve part of the problem’, and ‘restate the problem’, while students with low test result criteria did not use any heuristics in solving mathematical literacy questions because still confused about the process of creating mathematical models. Even so, students with low test result criteria can write and mention the information they know and are asked about in the questions well.

ANALISIS PENALARAN ADAPTIF SISWA DALAM MENYELESAIKAN SOAL LITERASI MATEMATIKA TERINTEGRASI ISLAM DITINJAU DARI GAYA KOGNITIF

This research was conducted to determine students' adaptive reasoning in solving Islamic integrated mathematical literacy questions based on cognitive style. This research uses an exploratory qualitative approach with a phenomenological nature. The subjects of this research consisted of 6 students from class VIII Islamic Junior High School Al-Faqih Nganjuk which consists of 3 field dependent type students and 3 field independent type students. Data collection was carried out by administering adaptive reasoning tests and interviews. The data obtained was transcribed and then analyzed based on the adaptive reasoning indicators of Killpatrick et al.'s theory. which consists of making conjectures, giving reasons for a statement, drawing conclusions from a statement, checking the validity of an argument, and finding patterns in mathematical phenomena. Based on data analysis from 6 subjects with different cognitive styles, differences were found in their adaptive reasoning. Students with a field dependent cognitive style do not meet the adaptive reasoning indicators in solving Islamic integrated mathematical literacy questions. They are only able to fulfill 3-4 indicators out of 5 indicators of adaptive reasoning. Meanwhile, students with a field independent cognitive style fulfill the adaptive reasoning indicators in solving Islamic integrated mathematics literacy problems.

Analysis of Indonesian Students Scientific Literacy Ability in Chemistry Learning: A Systematic Literature Review

This study aims to examine the results of the analysis of scientific literacy abilities of Indonesian students in chemistry learning. The method used is Systematic Literature Review (SLR), which consists of five stages, namely question formulation, locating studies, study selection and evaluation, analysis and synthesis, reporting and using the results. Based on a study of 15 reputable journals indexed scopus (International Journal) and sinta (National Journal), the scientific literacy abilities of Indonesian students at the high school level and the education of prospective teachers are in the sufficient category, but there are still many who are in the low category. This is because students are not familiar with scientific literacy questions and learning which rarely trains individuals to make arguments based on observations or investigations, making it difficult for them to work on questions that require an analysis of existing scientific evidence or facts. Therefore, it is necessary to make efforts to improve scientific literacy skills through the application of learning models that train the ability to apply scientific knowledge that has been obtained in solving problems in everyday life. Problem-based learning models, ethnoscience-based learning, contextual-based guided inquiry learning, and also project-based learning.

THE EFFECT OF THE PROBLEM-BASED LEARNING MODEL ON THE NUMERICAL LITERACY ABILITY OF ELEMENTARY SCHOOL STUDENTS

This research was motivated by elementary school students’ low numeracy literacy ability, especially grade III. The low numeracy literacy of students is caused by students' thinking that mathematics is a complex subject and the selection of learning models that do not develop students' critical thinking skills. Meanwhile, students need good critical thinking and problem-solving skills to answer numeracy literacy questions. This study aims to determine the effect of problem-based learning models on numeracy literacy skills. The research method used in this study is a quantitative method with a quasi-experimental non-equivalent control group design. The samples in this study were grade III A and B students of SD Negeri Sukaraja Wetan I. The research instruments used were numeracy literacy tests, teacher performance observation sheets, and student activity observation sheets. Data analysis techniques used in SPSS version 26 are the t-test, simple linear regression, and N-Gain tests. The results of this study showed the influence of the problem-based learning model on the numeracy literacy ability of elementary school students by 52.8%. In addition, there was a difference in students' numeracy literacy ability, marked by an increase of 41% with the medium category in the experimental class. In contrast, in the control class, there was only an increase in scores of 11% with the low category.

Evaluation of the Reliability and Validity of the Retirement Knowledge Scale (RKS).

The Retirement Knowledge Scale (RKS) consists of 10 questions that assess three aspects of financial planning for retirement: reflection about retirement plans, engagement with information on retirement preparedness, and evaluation of retirement preparedness. The RKS was administered to 1350 adults 50 and older in the Health and Retirement Study (HRS) as an experimental module for the 2020 wave along with the "Big Three" questions of financial literacy that assess knowledge about inflation, interest rate, and risk. Results of the study provide support for the reliability of the RKS scales in the full sample and separately for non-retired and retired adults. We also find support for the construct validity of the RKS based on its associations with the Financial Literacy Score (i.e. Big Three questions), retirement status, sociodemographic characteristics, financial outcomes and planning horizons, personality traits, and satisfaction with life and other related outcomes. We find that better RKS scores are correlated with higher objective financial knowledge and levels of education, being retired, better financial outcomes (value of financial assets, probability of leaving a 10,000 bequest, and IRA/Keogh, stock, checking and CD account balances), longer financial planning horizon, being extrovert, open and conscientious, and higher levels of satisfaction with life, income, personal financial situation, and health. We also conduct a multiple regression analysis that provides support for the validity of the RKS. The RKS is useful as it provides new information about knowledge gaps in financial planning for retirement.

PENGGUNAAN PERMAINAN BAHASA DALAM PENGAJARAN PENGENALAN KARAKTER CINA SEKOLAH KEBANGSAAN DALAM KALANGAN MURID TAHUN 1

This research aims to determine the effect of Chinese character literacy teaching under language games teaching approach for Chinese language subject in national school. Research design ensemble quantitative research where quasi-experimental method is used to answer research questions. Sample of this research are 20 year one students from Sekolah Kebangsaan Dato’ Wan Kemara and 20 year one students from Sekolah Kebangsaan Tunku Abdul Rahman Putra respectively. Pre-test is run to determine the student’s current achievement and identify the problems they are facing during the learning process. Experiment will be carried on for 8 weeks. The instruments for this research are pre-test, post-test and questionnaire. Students from controlled group will learn Chinese character literacy under traditional method, meanwhile students from treatment group will learn under language games approach. After experiment, students from both groups will undergo post-test. Marks from both pre-test and post-test are collected to calculate the improvement of student’s achievement for each group. Mean of improvement is calculated for comparison. From questionnaire data scores, mean scores of interests is calculated for comparison. Data is analysed descriptively and inferential. As a conclusion, students who learn Chinese character literacy under language games teaching method are able to improve their ability to answer Chinese character literacy questions.

Development of Multiplechoice Test Instruments to Improve Scientific Literacy in Madrasah Aliyah (MA)

The ability to analyze and interpret scientific information is very important in the era of advanced technology. For Madrasah Aliyah (MA) students, scientific literacy is crucial for academic and future achievements, including understanding scientific concepts, interpreting data, making decisions, and communicating scientific ideas. Although scientific literacy is important, many MA students face challenges due to traditional teaching methods and inappropriate assessment. This research aims to develop and measure a multiplechoice test instrument for MA students' scientific literacy, empirically validated to improve science education and prepare students to face the modern world. Research and development (research and development) with 3D models (Define, Design, Development). Focus on scientific literacy questions with PISA indicators. Overall, it shows that the instruments used are very good and valid, and provide a positive picture of students' scientific literacy abilities, although there are still certain areas that need to be improved. Questions with poor power differences need to be repaired or replaced, and questions with sufficient power differences need to be revised. Low scores in explaining scientific phenomena require additional guidance. Regular monitoring and revision is important to maintain the quality of the instrument. This instrument is valid and reliable, but continuous improvement is needed.

PERCEPTIONS, PRACTICES, AND ASSESSMENT LITERACY NEEDS OF EFL TEACHERS: ENHANCING READING LITERACY INSTRUCTION UNDER AKM POLICY

Since the discontinuation of national examinations (UN) in 2020, the Indonesian Government introduced the Minimum Competency Assessment (Asesmen Kompetensi Minimum-AKM) to assess students' fundamental abilities. Consequently, teachers are pivotal in integrating AKM-based reading literacy questions to enhance students' reading skills. This study aims to explore teachers' perceptions, practices, and assessment literacy needs concerning teaching and assessing students' reading literacy based on AKM. Ten EFL junior high school teachers participated in interviews. Findings revealed varying perceptions among teachers regarding AKM. While some supported the policy for its positive impact on students and learning, others doubted its effectiveness for certain reasons. In terms of teaching and assessment practices, most teachers partially integrate the three components of AKM reading literacy into their classrooms. They also utilize various stimuli and question types similar to those in AKM, yet complex multiple-choice assessments are underutilized. Lastly, teachers expressed diverse literacy assessment needs, including strategies for teaching reading, designing critical reading questions, creating stimulus materials, gaining AKM knowledge, enhancing student interest in reading, and identifying intended learning outcomes to improve their teaching and evaluation of students' literacy.

CRITICAL AND CREATIVE THINKING SKILLS IN ELEMENTARY SCHOOL MINIMUM COMPETENCY ASSESSMENT: LITERACY AND NUMERACY

The purpose of this research was to identifying the occurence of critical thinking and crrative thinking skills indicators in the instruments of AKM (Minimum Performance Assessment). This research used qualitative descriptive method using documentary study. The research results showed that the content of AKM instrument in both literacy and numeracy questions were dominated by critical thinking skills appearance, with the major indicators of making deductions and considerations toward deduction, which belonged to the aspect of making inference. This indicator is the ability to make conclusions. The distribution of critical thinking skills indicators on literacy questions was 42% and 67% on numeracy questions. Meanwhile, the emergence of creative thinking aspects in literacy questions reached 3% and 5% in numeracy questions.