Identifikasi Kemampuan Literasi Sains Siswa di SMP Negeri 2 Pematang Tiga Bengkulu Tengah

Abstract

ABSTRAK
 Literasi sains memainkan peranan penting dalam kehidupan sehari-hari. Literasi sains merupakan kemampuan menggunakan pengetahuan sains, mengidentifikasi permasalahan dan menarik kesimpulan berdasarkan bukti-bukti, dalam rangka mengerti serta membuat keputusan tentang alam dan perubahan yang terjadi pada alam sebagai akibat aktivitas manusia (OECD, 2009). Penelitian ini bertujuan untuk mengidentifikasi kemampuan literasi sains siswa SMP Negeri 2 Pematang Tiga Bengkulu Tengah. Sampel penelitian berjumlah 26 siswa kelas VIII. Instrumen pengumpulan data berupa tes literasi sains aspek pengetahuan dan kompetensi dalam bentuk soal objektif. Tes berjumlah 20 soal yang mencakup tiga indikator literasi sains yaitu konteks, konten dan proses. Soal tes literasi sains yang valid diadopsi dari penelitian Wulandari (2015). Data di analisis menggunakan statistika deskriptif, dengan menghitung skor rata-rata persentase kemampuan literasi sains siswa secara keseluruhan dan pada setiap indikator. Hasil analisis menunjukkan bahwa kemampuan literasi sains siswa aspek pengetahuan dan kompentensi secara keseluruhan mencapai skor rata-rata 41,35 %. Kemampuan literasi sains siswa pada indikator konteks mencapai skor rata-rata 45,80 %, pada indikator konten mencapai skor rata-rata 40,65 %, dan pada indikator proses mencapai skor rata-rata 42,49 %. Dari skor rata-rata di atas menunjukkan bahwa kemampuan literasi sains siswa secara keseluruhan dan pada setiap indikator masuk kedalam kategori sangat rendah. Hal ini disebabkan oleh kemampuan siswa yang rendah dan kurangnya fasilitas yang mendukung dalam proses pembelajaran sains.
 Kata kunci: literasi sains, kemampuan literasi sains siswa.

Creative Thinking-Oriented Students' Scientific Literacy Skills: Preliminary Study

“…Many studies show that the scientific literacy abilities of junior high school students are still relatively low, such as the results of Putri's (2021) research in one of the schools in Bengkulu province which found that students' overall scientific literacy abilities and each indicator of scientific literacy was in the very low category.…”

“…Scientific literacy is measured globally through the PISA (Program for International Student Assessment) assessment organized by the OECD (Organization for Economic Cooperation and Development) every 3 years (Putri, 2021). Indonesian students have participated since 2000 and as a result the scientific literacy skills of Indonesian students are always in the low category.…”

The Effect of Chemical Experiments Method Based on Natural Material to Improving Chemical Literacy and Scientific Attitude on the Reaction Rate Topic

“…Such as argumentation learning (Cigdemoglu et al, 2016), ethnoscience learning (Sumarni et al, 2017), STEAM learning integrated with dilemma stories (Rahmawati et al, 2020), reverse learning (Cigdemoglu, 2020), and based learning context (Cigdemoglu et al, 2015;Wiyarsi et al, 2020a). None of these studies have focused on underdeveloped areas where chemical literacy and scientific attitudes are low (Putri, 2021;Hanum, 2020) and educational facilities are still lacking. Research by Hanum (2020) and Putri (2021) found that scientific literacy in underdeveloped areas is classified as very low, namely 52.33% (Hanum, 2020) and 42.49% (Putri, 2021).…”

“…None of these studies have focused on underdeveloped areas where chemical literacy and scientific attitudes are low (Putri, 2021;Hanum, 2020) and educational facilities are still lacking. Research by Hanum (2020) and Putri (2021) found that scientific literacy in underdeveloped areas is classified as very low, namely 52.33% (Hanum, 2020) and 42.49% (Putri, 2021). According to the two studies, this is due to students' lack of interest in reading science, students' understanding of the content provided, teacher-centered learning methods, dense study time allocation, lack of parental guidance, lack of teaching materials, and reading sources that support scientific literacy as well as the absence of a science laboratory and adequate infrastructure.…”