An Analysis of Science Literacy Ability Elementary School Students

Abstract

This article has aimed to investigate the scientific literacy achievement of fourth-grade elementary school students. The research used a qualitative method with data collection techniques in interviews and open questions. This study involved a fourth-grade teacher and fourth-graduate students. Based on the existing theoretical framework, an assessment tool was developed, which measurement's ability to: a) recognize scientific concepts (nominal literacy); b) define some key concepts (functional literacy); c) use their understanding of scientific concepts to explain phenomena (conceptual literacy); and d) use their knowledge Science to read a short article (multidimensional literacy). The study results found that the nominal literacy assessment showed the students' knowledge of Science was still limited. Functional literacy assessment can be seen students' interest in Science which is still minimal. Conceptual literacy assessment results in students' understanding of everyday scientific phenomena are still lacking, with multidimensional literacy can be assessed students' understanding of paragraph reading is still limited.

Gender Differences Influence Student’s Numeracy Literacy in Secondary Schools in Kolaka Regency, Indonesia

“…Therefore, one of the three skills is literacy including numeracy literacy. Numerical literacy is the knowledge and skill of using various numbers and symbols related to basic mathematics to solve practical problems in various contexts of everyday life and analyzing information presented in various forms, then using the results of the analysis to predict and make decisions [9]. Numeracy literacy is the ability to analyze, solve, formulate, and interpret problems, as well as give reasons and convey ideas in various situations [10].…”