Analisis Kemampuan Literasi Sains Peserta didik SMP di Kota Cirebon

Abstract

Scientific literacy was chosen as the main goal of science education. As the main goal, scientific literacy in science education is a picture of success in science education carried out by each country. In Indonesia, policies have been taken to support this goal although it is not clearly explained. To find out the success of science learning in the city of Cirebon, the researchers felt the need to analyze the scientific literacy skills of students in the city of Cirebon before providing concrete solutions to the problems faced. This study aims to provide an overview of the scientific literacy skills of junior high school students in Cirebon City. The research design used is quantitative research that uses descriptive (descriptive-quantitative) methods, namely research whose descriptions use size, number or frequency. The study was conducted on 7th grade students at the Cirebon City State Junior High School. The sample used was purposive sampling. The sample selected was State Junior High School with A and B accreditation. The scientific literacy ability in this study was viewed from the aspect of competence, knowledge and context. Based on the results of data processing, as many as 72.13% of seventh grade junior high school students in the city of Cirebon have scientific literacy skills in a very low category. This scientific literacy becomes a reference in applying the ability and quality of science learning in Cirebon City.

Analysis of Scientific Literacy in Disaster Mitigation at SMAN 1 Kotaagung: Sustainability Measure

“…Low levels of one dimension of scientific literacy will affect other dimensions of scientific literacy. Students' low conceptual understanding of scientific knowledge will have an impact on low science applications [18].…”

Deskripsi Kemampuan Literasi Sains Aspek Kompetensi Peserta Didik

“…Persentase keseluruhan pada indikator ini sebesar 57,77% berada pada kategori "rendah". Hal ini dapat disebabkan karena peserta didik belum memiliki kemampuan untuk mengidentifikasi pertanyaan dalam sebuah penelitian ilmiah serta belum memiliki kemampuan untuk membedakan pertanyaan untuk diselidiki secara ilmiah (Zulaiha., & Dewi, 2021). c. Indikator Menafsirkan data dan bukti ilmiah Pada indikator menafsirkan data dan bukti ilmiah peserta didik dapat menginterpretasikan data dan bukti ilmiah serta dapat menyampaikan kepada orang lain dengan menggunakan katakata mereka sendiri, dapat berupa diagram, grafik, dan representasi lain yang sesuai.…”

Analisis Argumentasi Ilmiah Toulmin dalam Media Animasi Audio Visual Anime Moyashimon pada Materi Bioteknologi

“…Hal itu menunjukkan bahwa Indonesia menduduki peringkat 71 dari luar 79 negara dengan skor rata-rata 396 untuk sains berada di bawah skor standar rata-rata yang ditentukan oleh OECD (Organistation for Economic Co-operation and Development) untuk subjek sains adalah 489 (Kemdikbud, 2019). Kemampuan ilmiah terdiri dari tiga aspek: penjelasan ilmiah tentang suatu fenomena, evaluasi dan desain penelitian ilmiah, dan interpretasi data dan bukti ilmiah (Sutrisna, 2021). Berdasarkan hal tersebut, jelas bahwa argumentasi ilmiah sangat penting dalam pendidikan.…”