Student’s Science Literacy in the Aspect of Content Science?

Abstract

The fundamental issue is the growing use of scientific information possessed by students to solve problems in daily life and produce useful scientific source from scientific literacy. The purpose of the research was to analyze and describe the ability of a student science concepts from the aspect of scientific literacy that includes aspects of scientific knowledge, scientific competence, scientific context as well as the factors that influence the students' science literacy skills. This research was quantitative descriptive analysis. The instrument used was a matter of objective 40 along with the reasons of the physics concept and biology concepts that are used to measure aspects of scientific knowledge, scientific competence, and scientific context, while the students' attitudes towards science and science teaching and learning strategies measured by questionnaire instrument. Instruments used included multiple-choice test questions reasoned and questionnaires (the attitude of science and science teaching and learning strategies). Based on data analysis it was known that the ability of science literacy PGSD UMK students varied, 66.2% of students were at the level of nominal and 33.8% of the students were at the functional level. It showed that 66.2% of students already had a concept for connecting science with other disciplines, could write a scientific term, but students still had misconceptions, while 33.8% of students considered the theory and explained concepts correctly, but they had a limited understanding and were difficult to connect to the concept of his own opinion.

The Perceptions of Pre-Service Science Teachers and Science Teachers about Climate Change

“…Indonesian behaviors that are inconsistent with the purpose of science education are due to the low level of students' understanding of environmental problems contextually. Students' cognitive understanding is influenced by the structure and distribution of the curriculum, the presentation of learning materials, and the cognitive understanding of teachers and prospective teachers (Widiyanti et al, 2015;Fakhriyah et al, 2017); and students' cognitive understanding of the environment influences students' attitudes towards the environment (Courtenay-Hall & Rogers, 2002;Yunus, & Sanjaya, 2013).…”

Characteristics of The Ability of Physics Concept in Enrichment Teaching Materials of Natural and Mineral Resources (NMRs) Literacy

“…Similar with the other researches, the researchers also figured out that students need to obtain appropriate training to access numerous literatures. Besides, college students should be trained to explore higher thought ability, such as when they observe the potential natural resource in their surroundings (Fakhriyah et al, 2017).…”

“…In order to have sufficient literacy on NMRs they need to obtain enough information through the implementation of briefing and provision of NMRs enrichment teaching materials (Rusli, 2016;Hobson, 2003;Purwanto et al, 2014;Rochman, 2015). Moreover, there are numerous researches on the effort of the improvement in such ability with various strategies (Khaeroningtyas, et al, 2016;Fakhriyah, et al, 2017;Setiawan, et al, 2017;Setiawati & Rusilowati, 2013). The presentation of literacy enrichment teaching materials may also be used as scientific materials which are based on research result (Parmin & Peniati, 2012).…”

The Development of STEM-E based Biology Learning Tools to Train Students’ Scientific Literacy and Entrepreneurial Interest

“…While the specific factors, the making of learning tools meets the criteria in training scientific literacy as stated [3][8] [15] [17], including: (1) there are scientific concepts applied to daily life and (2) the process of scientific inquiry in each step of learning.…”