Exploring Scientific Literacy of Chemistry Education Pre-Service Teachers Through Socio-Scientific Issues Approach

Abstract

Scientific literacy is an ability that must be had by pre-service teachers. This research aimed to find out the scientific literacy's ability of pre-service teachers in chemistry education. This research was descriptive with quantitative approach. Participants were taken by simple random sampling techniques, the participants are chemistry education students. The data source comes from scientific literacy tests with socio-scientific issues and open-ended question description tests. The validity of the data was tested using a data triangulation technique, in which researchers compare data obtained through test instruments and interview results. The results of the data analysis showed the scientific literacy of chemistry education students was dominant in the nominal and functional categories with a percentage of 33.2% and 24.2%, conceptual and multidimensional categories 13.7%; 4.4%; and 24.5% of students did not give answers the tests.

Peran Pendekatan Socio-Scientific Issue (Ssi) Dalam Meningkatkan Scientific Literacy Pada Pembelajaran Kimia

“…Pesatnya perkembangan teknologi informasi di abad 21 secara mendasar akan mengubah cara kita hidup, bekerja, bahkan berhubungan dengan orang lain di sekitar kita, yang disebut dengan revolusi industri 4.0 [1]. Untuk mempersiapkan sumber daya manusia yang berkualitas dalam hal inovasi dan menjawab tantangan revolusi industri 4.0, diperlukan landasan inovasi pengetahuan di segala bidang.…”

“…Forum Ekonomi Dunia mengidentifikasi keterampilan yang dibutuhkan di abad ke-21, termasuk science literacy. Menurut Organization for Economic Cooperation and Development (OECD) [1] menyatakan bahwa science literacy didasarkan pada tiga kompetensi utama, yaitu: menjelaskan fenomena atau permasalahan ilmiah secara ilmiah, merancang dan mengevaluasi penyelidikan ilmiah, dan menyimpulkan berdasarkan analisis data dan fakta ilmiah tersebut. Dengan kemampuan tersebut, perkembangan pembelajaran pada siswa dapat berkontribusi dalam memberikan solusi dalam permasalahan, salah satunya pada socio-scientific issues (SSI).…”

The Role of Scientific Literacy Instruments For Measuring Science Problem Solving Ability

“…The data sources are scientific literacy tests with social-scientific issues and open-ended question description tests. The validity of the data was tested using data triangulation techniques, in which researchers compared data obtained through test instruments and interview results (Muhariyansah et al, 2021). Furthermore, the GI-BL (Guided Inquiry-Blended Learning) learning tools consist of magnetic textbooks, worksheets, lesson plans, and scientific literacy instruments.…”

“…Students can explain basic science concepts in the text; 2. Students can explain science concepts correctly, but their understanding needs to be improved (low) (Muhariyansah et al, 2021). The OECD states that scientific literacy includes the ability to (a) explain scientific phenomena, (b) evaluate and design scientific investigations, and (c) interpret data and evidence scientifically (Rosana et al, 2020).…”

Self-efficacy assessment in chemistry learning: Development and validation using confirmatory factor analysis

“…However, the negative effects of school closures due to the Covid-19 pandemic on student learning have the potential to last for a long period of time (Di Pietro, 2023). Significant technological advances have resulted in widespread and rapid dissemination of information at all levels of society, but there has not been adequate suitability in its usability (Muhariyansah et al 2021). The impact is that students face challenges in the learning process and achieve educational goals, where learning achievement is one of the indicators of educational success (Purwanto, 2014).…”