THE ANALYSIS OF RESEARCHS AND TEACHERS RESPONSE ABOUT SCIENTIFIC LITERACY AS THE BASIS OF DEVELOPING A COMPUTER-BASED PHYSICS LITERACY TEST. (original) (raw)

Science Literacy Analysis of Physics Instructional Material for Senior High School Grade in Padang City Based on Digital Technology

PILLAR OF PHYSICS EDUCATION

The development of science and technology in the era of the industrial revolution 4.0 is increasing rapidly and has its own challenges for the world of education. Existing and growing digital technology supports all the demands of this curriculum. The internet can be accessed by anyone, including students. However, some of the information they obtained cannot be confirmed. For this reason, literacy skills are needed for students to be able to sort information. Indonesia's science literacy condition is currently lagging far behind compared to other countries, as can be seen throughPISA. The purpose of this study was to determine the emergence of the scope of science literacy in physics instructional material for class X senior high school in Padang city. This type of research used descriptive research with a qualitative approach. The research method is the document analysis method. The research population is all instructional material used by class X high school students in the c...

Analysis of Interest and Scientific Literacy Skills of Senior High School in Learning Physics

2020

Scientific literacy is a person's ability to understand science, communicate science, and apply scientific knowledge to solve problems so that they have high attitudes and sensitivity to themselves and their environment in making decisions based on scientific considerations. This study aims to determine the understanding of high school students regarding scientific literacy and to determine the effect of high school students' interest in learning on science literacy learning outcomes. This study involved 201 high school students in Surabaya, Sidoarjo and Gresik. This study uses a mixed-method, namely, by using a quantitative approach and a qualitative approach. Quantitative analysis was perform using regression and correlation tests. The qualitative research obtains from questionnaires and interviews with students. The answers from students categorized into four levels, namely a score of 0 (did not answer the questions), score 1 (responded to questions but not quite rig...

Analysis of scientific literacy-based junior high school physics teaching materials readability on students increasing scientific literacy skills

Journal of Physics: Conference Series, 2019

The background of this study was the lack of scientific literacy skills of Indonesian students according to the research that have done by PISA in 2012. The preliminary shows that the average score of scientific literacy skills is 56,2. The aim of this study is to know the readability of scientific literacy-based physics teaching materials. The readability of teaching materials is divided into four chapter which in each chapter consist of characteristics from the aspect of scientific literacy for example, science knowledge, investigation of the nature of science, science as a way of thinking, and interaction between science, technology and society. One shot experimental design has been used as the method of this study. The data is obtained through scientific literacy skill test and cloze procedure test of teaching materials on second year junior high school students. Narrow test shows that the percentage of teaching materials readability is 67,5% and wide test shows that the percent...

SCIENTIFIC LITERACY: HOW IS IT EVOLVED TO PRE- SERVICE PHYSICS TEACHER

Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 2018

Scientific literacy is the ability to use scientific knowledge, identify problems, and draw conclusions based on evidence, in order to understand and make decisions about nature and changes that occur in nature as a result of human activity. This study aims to determine the development of physics teacher candidates' scientific literacy. This is important to prepare the physics teachers in the future. The method used was ex-post facto. The subjects of this research were all students of physics education Department of UIN Sunan Gunung Djati Bandung from the first to the last semester. The data collection used was essayed tests which contained the context of science, the content of science, the process of science, and the attitude of science. Data analysis was done qualitatively and quantitatively. Based on the results of this study, it indicates that the scientific literacy ability possessed by physics teacher candidate students experiencing a continuous development in terms of the context of science, science content, the process of science, and attitude to science. The result of this research may be applied by the Physics Department to make a decision or rule on how to improve the physics student' literacy level.

The Analysis of Pre-Service Physics Teachers in Scientific Literacy: Focus on the Competence and Knowledge Aspects

Jurnal Pendidikan IPA Indonesia

The role of scientific and technological knowledge is needed to compete in the era of industrial revolution 4.0. One of the roles of scientific knowledge is by analyzing the scientific literacy ability of pre-service physics teachers. This research aims to find out how far the achievement of scientific literacy possesses by current pre-service physics teachers. The measurement of scientific literacy encompasses two aspects, namely, competence and knowledge aspects. The subjects of this research were thirty pre-service physics teachers from Universitas Islam Negeri Raden Intan Lampung (State Islamic University Raden Intan Lampung) selected by using purposive sampling. The research instrument used in this research was a test of scientific literacy ability. The data analysis techniques used consisted of data reduction, data display, and verification. The result of the study indicated that some indicators of scientific literacy skills need to be improved. The results showed that there were differences in the achievement of literacy skills in each indicator. In the aspect of competence, the indicator of Indicating Scientific Issues aspects of competence covers identifying issues scientifically (poor), explaining phenomena scientifically (good), using scientific evidence (poor). The aspects of knowledge: content Knowledge (good), procedural knowledge (poor), epistemic knowledge (moderate). Overall the scientific literacy ability of the pre-service physics teachers has not shown satisfying results. It can be concluded that pre-service physics teachers' literacy ability should be improved. A special strategy is needed that can improve the scientific literacy skills of prospective physics teachers so that the students who will teach in the future also could have good scientific literacy skills.

Exploration of Integrated Science-Physics Textbooks Based on Science Literacy Indicators: A Case Study in Kendari City Indonesia

Anatolian Journal of Education, 2023

The purpose of this research is to analyze and describe learning textbooks that include elements of science literacy, particularly in the Integrated Science-Physics Test Book for junior high school grade VIII. This study is part of a quantitative descriptive study analyzing the content of science literacy elements contained in textbooks. The textbooks used come from two sources: science textbook for junior high school publisher form Erlangga and Publisher of Ministry of Education and Culture edition Revision 2017. The analyzed materials include (1) force and motion and (2) simple aircraft. The analyzed object of science literacy consists of four indicators: (1) science as science; (2) science as a method of investigation; (3) science as a way of thinking; and (4) science as a technology-society interaction. Data collection techniques are presented in the form of rubrics with descriptive analysis techniques. With a percentage of 46.5% for both textbook sources, the element of science as knowledge was found to be the most important part of science literacy. Furthermore, the element of science as a process of investigation amounted to 37.7%, followed by science as a process of thinking by 12.1%, and finally science as a process of interaction between technology and society by 3.6%. From the analysis results obtained, it is clear that each of the two test books has included aspects of science literacy in its physical science material, but the provision of material is still dominated by the knowledge of science compared to other aspects. Meanwhile, current learning conditions emphasize more on how to integrate learning in the form of STEM, which includes elements of science, technology, and society. Thus, the application of aspects of science literacy, particularly science as a thinking process and science as an interaction between technology and society, should be encouraged.

An Analysis of Student’s Scientific Literacy Skills of Senior High School in Sungai Penuh City Based on Scientific Competence and Level of Science Literacy Questions

Proceedings of the International Conference on Biology, Sciences and Education (ICoBioSE 2019), 2020

21st century education aims to improve students' scientific literacy skills. The results of PISA study show that the scientific literacy of Indonesian students is in low category. The low scientific literacy of students is caused by several factors in education system, both from the curriculum, teachers, and students themselves. This study aims to analyze the ability of scientific literacy of Grade X SMA in Sungai Penuh City in terms of the competency aspect of science and the level of science literacy questions. This research is a descriptive research using mixed method and using sequential explanatory design. Sample in this research were 86 students who came from three high schools with high, medium and low categories taken by cluster random sampling technique. The instrument used was a scientific literacy test item and an interview guide sheet. Data analysis technique is done by giving a score for each of students answer then described into value and category of scientific literacy achievements and analyze the interview results. Based on the study results, it is known that the average value of each scientific competency is, 22.66 for competence to explain phenomena scientifically, 47.15 for evaluating and designing scientific investigations competence, and 28.44 for the competence to interpret scientific data and evidence. Based on the question level, the highest score was obtained at level 1 questions with an average value of 46.08 and the lowest was on level 6 questions with an average value of 7.17.

The Barriers to Developing Students' Scientific Literacy in Learning Physics of Quantities and Measurements

Jurnal Pendidikan Sains Indonesia

Teaching scientific literacy in schools is not easy, even though it is needed in education in the industrial era 4.0. This study aims to analyze the level of students' scientific literacy skills and their obstacles in school. This research was conducted on tenth graders at two Banjarmasin High Schools, namely SMA which applied the driving curriculum, and SMA which applied the 2013 curriculum. The number of research samples was 60 students who were taken using cluster random sampling. The results of the analysis show students' ability to explain phenomena scientifically, design and evaluate scientific inquiries, and interpret scientific data and evidence in each school in poor criteria (value 40), except to explain phenomena scientifically in group 1 in fairly good criteria (value = 52). The existence of obstacles is believed to interfere with student's ability to understand scientific literacy. These barriers are sourced from students' internal factors (STEM understa...

Pengembangan Modul Ipa Bermuatan Nature of Science Untuk Meningkatkan Literasi Sains Peserta Didik SMP Development of Science Module Contained Nature of Science to Improve Scientific Literacy of Junior High School Students

2017

Penelitian ini bertujuan untuk 1) mengembangkan modul IPA bermuatan nature of science (NOS) untuk meningkatkan literasi sains peserta didik yang layak menurut dosen ahli dan guru IPA, dan 2) mengetahui peningkatan literasi sains peserta didik setelah menggunakan modul IPA bermuatan NOS. Penelitian pengembangan (R&D) ini menggunakan model 4D meliputi tahap define, design, develop, dan disseminate. Instrumen yang digukanan yaitu lembar validasi, lembar observasi keterlaksanaan pembelajaran, soal pretest-posttest dan lembar respos keterbacaan modul IPA. Subjek penelitian ini yaitu 32 peserta didik kelas VII A SMP N 1 Ngemplak. Hasil penelitian yaitu 1) modul IPA yang dikembangkan layak menurut dosen ahli dan guru IPA dengan kategori sangat baik, dan 2) modul IPA dapat meningkatkan literasi sains peserta didik dengan kategori sedang. Kata Kunci : modul, nature of science literasi sains This research aims to 1) develop a eligibel science module to improve scientific literacy of students ...

The Effect of Scientific Literacy An Approach to Technological Achievement in Physics Education among Students in Aguata/Nnewi Educational Zone, Anambra State

American Academic & Scholarly Research Journal , 2017

The study sought to investigate the effect of scientific literacy an approach to technological achievement in physics Education with gender and location as independent variables. There is a growing demand for the science educators to improve the learning of physics particularly in the development of the world due to the critical role it plays in terms of technological advancement. Many approaches and methods are applied with the intention of improving literacy achievements in the subject. The STS approach is an approach that espouses science technology approach specific contents and methods. Three themes are embodied in the physics content: physics discipline content, technology discipline content and the context of both, the society. Emphasis is laid on communication skills. The methods it espouses are those that encourage critical thinking and problem-solving rather than discovery. The traditional science instruction on the other hand, places high premium on science discipline content with little emphasis on technology and society. It also espouses methods that lead to discovery e.g. inquiry and directed-discovery methods. To carry out this investigation, three research .questions and nine null hypotheses guided the researcher. A quasi-experimental design of the pretest-posttest non-equivalent control group was adopted. A population of3,O 17 ssn & ssm physics students from 88 schools and Aguata and Nnewi Educational zone was identified. From this, 246 SSII & ssm physics students were sampled from 4 secondary schools. Each one was stratified into rural and urban and one male school and one female school were sampled from each stratum. For each school sampled, two classes of SS II & SS III were randomly assigned to either the experimental or control group. The former were taught using the STS approach while the latter were taught using the traditional science instruction approach. The regular class teacher taught each. Two topics were selected 11'0mthe physics core curriculum: momentum and force of gravity. This was on the basis that they are related and ample STS content derived from them appropriate STS concepts were identified from these topics and infused into the lesson for the experimental group. Two testing instruments were used to collect data-a self-made Physics Achievement Test (PAT) and an adapted scale for scientific literacy (Scientific Literacy Scale, SLS). After trial testing, The former gave 071 for SLS while the later gave 0.84 for SLS and 0.6 for PAT. The research questions were answered by descriptive statistics while the null hypotheses were analyzed by ANCOV A and Regression analyses. The results showed among others that the STS approach is better than the traditional approach in the development of scientific literacy and achievement in physics; the STS approach has a differential effect on scientific literacy and achievement in physics in favour of rural students; STS approach aids development of an understanding of the nature of science more than STS interactions and basic Physics concepts; there is no relationship between scientific literacy and achievement in physics, however, STS approach mediates between scientific literacy and achievement to produce a