Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers students

Abstract

Scientific literacy is define as the capacity of use scientific knowledge in order to understand and help make decision about the natural world and the changes made it through human activity. Teachers are a major factor in the success of learning, therefore it is necessary to test the scientific literacy skill of biology teacher students. This study aims to find out science literacy of biology teacher students and the corellation between of integrated science process skill, and reading comprehension skill of biology teacher students to their scientific literacy skill. The method for this research used the survey method with correlational studies. The sample of this research is 81 students of biology teacher students of Jakarta State University. The results shows that the scientific literacy of biology education students is destitute. It is shown from the average score of their scientific literacy skill which is 45.58. This study shows that correlation coefficient obtained is 0,457 which means that there is correlation between integrated science process skill with scientific literacy skill. This study also shows that there is correlation between reading comprehension skill with with scientific literacy skill which correlation coefficient obtained is 0,214.

Basic science process skills of biology laboratory practice: improving through discovery learning

“…Process skills are obtained from various underlying mental, physical, and social skills training (Subali, 2011;Karacop., & Diken, 2017;Handayani, Adisyahputra, & Indrayanti, 2018). If trained continuously, it will eventually establish an active power.…”

“…Understanding the essence of natural sciences integrally, i.e., natural sciences as the process, product, and application, students should have the science process skills. The scientific process occurs when science process skills are used in carrying out scientific work to create science products (Prayitno, Corebima, Susilo, Zubaidah, & Ramli, 2017;Dwianto, et al, 2017;Handayani, et al, 2018). Deep understanding of science requires science process skills Lestari, Ristanto, & Miarsyah, 2019;Anggarini, Rahayu, Rusdi & Ichsan, 2018).…”

“…Deep understanding of science requires science process skills Lestari, Ristanto, & Miarsyah, 2019;Anggarini, Rahayu, Rusdi & Ichsan, 2018). Having science process skills means preparing future scientists who have scientific literacy (Windyarini, 2017;Ristanto, Zubaidah, Amin & Rohman, 2017;Juhanda & Maryanto, 2018) and allowing students to use scientific information in everyday life (Ergül et al, 2011;Handayani et al, 2018). Science process skills are essential for every student as a provision to use scientific methods in developing science to develop their knowledge (Zeidan & Jayosi, 2015;Prayitno et al, 2017).…”

“…Science process skills in natural sciences subject put more stress on the formation of skills to gain knowledge autonomously as well as to communicate the results (Subali, 2011;Prayitno, et al, 2017;Karacop., & Diken, 2017). Science process skills are expected to improve the skills possessed by the students (Ergül et al, 2011;Siachibila & Banda, 2018;Handayani et al, 2018). Science process skills consist of primary and integrated skills.…”

“…Science process skills consist of primary and integrated skills. The basic skills include observing, classifying, predicting, measuring, summarizing, and communicating (Zeidan & Jayosi, 2015;Handayani, et al, 2018). The combined skills consist of identifying a variable, making data tabulation, presenting data in chart format, making connection inter-variables, collecting and processing data, analyzing research, arranging hypothesis, defining variable operationally, designing and conducting an experiment.…”