Science Literacy Profile of Junior High School Students Based on Knowledge, Competence, Cognitive, and Context Aspects

Abstract

Humans are faced with industrial advances based on science and technology to meet the needs of human life and solve problems from related issues based on scientific literacy skills. This study aims to describe students' scientific literacy skills which include aspects of knowledge, aspects of competence, aspects of cognitive, and aspects of the context of junior high school students aged 15 years. This research is a quantitative descriptive analysis research. The instrument used to determine scientific literacy skills was a scientific literacy test consisting of 20 multiple choice questions. The science literacy test was validated by two expert lecturers at the State University of Surabaya and one science teacher at State Junior High School of 32 Surabaya. The research also aims to describe the correlation of scientific attitudes to scientific literacy skills. The instrument used was a response questionnaire with 20 yes and no questions. The results showed that the value of the knowledge aspect was 60.57%, the competency aspect was 60.60%, the cognitive aspect was 59.9%, and the context aspect was 60.19%. Scientific literacy skills can be improved by refraction,strategies, and appropriate learning methods. Teachers need to provide access to learning resources from various literary sources, including browsing information via the internet. Students need to be trained to be literate, hone critical and creative thinking, be competent in making decisions to solve problems, and communicate systematically.

Profile of Junior High School Students’ Scientific Literacy

“…The results of this study will be used as material for consideration for further research objectives to improve the scientific literacy skills of junior high school students (Applebaum et al, 2018). This method intends to help develop the quality of further learning by developing effective learning designs to improve students' scientific literacy (Saraswati et al, 2021). This study used a purposive sampling technique to obtain the necessary data, while this sampling technique is a sampling technique with specific considerations (Sugiyono, 2017).…”

“…The findings also explain that various factors can cause the students' low scientific literacy skills. According to research conducted by (Saraswati, 2021;Merta et al, 2020;Andriani et al, 2021), one of the factors that can cause this to happen is textbooks that need to be more optimal to train students' scientific literacy skills. Moreover, students also feel that textbooks are less attractive (Suprapto et al, 2022).…”

The Implementation Profile of The Science Literacy Movement in Elementary Schools

“…They claim that the achievement of science literacy can be seen from the results of daily, midsemester and end-semester assessments. Whereas science literacy ability is measured by scientific literacy tests, both those developed by PISA and other institutions (Saraswati et al, 2021;Shaffer et al, 2019). After carrying out science literacy activities, several schools felt an increase in the academic achievement of their students.…”

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

“…Low reading ability, non-contextual learning, learning environment, climate, and still teacher-centered learning (Fuadi, 2020). The low value of scientific literacy is due to several factors, including learning that focuses too much on mastering theory and memorization and no literacy experience, including literacy instruments (Saraswati et al, 2021). The habit of students filling in the tables presented by the teacher without interpreting graphs or tables and are not used to working on scientific literacy test questions (Fuadi, 2020).…”