The Analysis of High School Students’ Science Literacy Based on Nature of Science Literacy Test (NOSLiT)

Murti, Pratiwi Restu; Aminah, Nonoh Siti; Harjana,

doi:10.1088/1742-6596/1097/1/012003

Cited by 6 publications

(9 citation statements)

References 5 publications

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“…Findings from the present study revealed that 77% of English students answered this question correctly, which was more than that calculated for the Malaysian students (70%). However, in Murti and Aminah (2018) study, only 41.87% of students were able to answer Question 8 correctly. They concluded that most of the students who participated in their study were unable to think analytically and understand the questions, so students could not draw a conclusion on their observations and experiments (Murti and Aminah, 2018).…”

Section: Competency B: Evaluate and Design Scientific Enquirymentioning

confidence: 68%

“…However, in Murti and Aminah (2018) study, only 41.87% of students were able to answer Question 8 correctly. They concluded that most of the students who participated in their study were unable to think analytically and understand the questions, so students could not draw a conclusion on their observations and experiments (Murti and Aminah, 2018).…”

Section: Competency B: Evaluate and Design Scientific Enquirymentioning

confidence: 68%

“…A range of studies in various countries have applied NOSLiT, and it is worth briefly comparing their results. In Murti and Aminah (2018) research, Grade 10 Indonesian students (aged 15-16) scored a mean of 20.8 (59.6%). The results indicated that 86.2% of the students already possessed scientific literacy, as measured using Wenning's (2006) framework.…”

Section: Scientific Term Identificationmentioning

confidence: 97%

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Assessing secondary students’ scientific literacy: A comparative study of suburban schools in England and Malaysia

Noor¹

2021

SEI

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This study sought to assess the level of secondary students’ scientific literacy in suburban schools in Malaysia and England, a research area which to date has not been fully explored in the literature. The study analysed the data using the OECD’s three domain-specific competencies of scientific literacy, namely: i) explain phenomena scientifically, ii) evaluate and design scientific enquiry, and iii) interpret data and evidence scientifically. To assess the level of secondary students’ scientific literacy in these contexts, the study applied the scientific literacy assessment instrument called the ‘Nature of Scientific Literacy Test’ (NOSLiT), first developed by Wenning (2006). The results indicated that the level of scientific literacy of English students was higher than that of Malaysian students across all three domain-specific competencies. Despite the fact that NOSLiT is a systematic and reliable instrument for assessing the level of students’ scientific literacy, the study found that OECD’s three domain-specific competencies of scientific literacy provided better insights into the level of secondary students’ scientific literacy in Malaysian and English suburban schools. It is suggested that future studies should use a qualitative approach to both data collection and analysis to understand the level of students’ scientific literacy in more detail.

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Section: Competency B: Evaluate and Design Scientific Enquirymentioning

confidence: 68%

Section: Competency B: Evaluate and Design Scientific Enquirymentioning

confidence: 68%

Section: Scientific Term Identificationmentioning

confidence: 97%

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Assessing secondary students’ scientific literacy: A comparative study of suburban schools in England and Malaysia

Noor¹

2021

SEI

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“…This shows that students: (1) do not understand the scientific method, (2) are not accustomed to solving problems based on facts and evidence (Nuryanti et al, 2019), (3) are not taught by the teacher to analyze causal relationships, and (4) students are not taught to show their inductive and deductive abilities, (5) are not used to solving problems related to Science (Jufrida et al, 2019). The majority of students have reached scientific literacy, while some students have not met the experimental abilities and basic observation of the scientific method (Murti et al, 2018).…”

Section: Figure 1 Needs Analysis Of Learning Media Based On Androidmentioning

confidence: 99%

Analysis of the Need for Android Based Mobile Learning Development to Improve Student Science Literations

Rosidah

Marwoto

Subali

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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Science learning in Indonesia has not succeeded in increasing scientific literacy skills, as indicated by the decreasing international ranking from year to year. One of the efforts made to improve scientific literacy is using Android-based learning media. This study aims to analyze the need for the development of instructional media to improve students' scientific literacy at MTs Al Uswah Bergas Semarang Regency. This type of research is a descriptive study that is to describes the current situation. The data instruments used were interviews, observation, and questionnaires. The results of the research on the analysis of the needs for learning media based on android showed that 38% of the 80 students, namely 30 students agreed to develop Android-based learning media, while 29% of the students showed disagreement, 21% strongly agreed, and 12% strongly disagreed. There are aspects of literacy then students including; literacy as mastery of science as knowledge was 63%, 66% as a way of thinking, 62% of scientific literacy as a way of learning, 62% of the aspects of mastery of the competence of the interaction of science, technology, and society. Therefore, it is necessary to conduct research on the development of Android-based mobile learning media to improve students' scientific literacy

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“…Based on the result of a survey conducted by Murti et al (2018) showed that the percentage of science literacy skill of high school students in Indonesia was 57.14%. This number was lower than the average percentage of science literacy of students in the USA which is around 59.60%.…”

Section: Introductionmentioning

confidence: 99%

Training of Science Literacy Skills in Chemical Equilibrium Through Implementation Guided Inquiry Learning

Triyani

Azizah

2020

j.tadris.kimiya

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Science literacy is the main key to face challenges in the 21st century. The research aimed to describe the students abilities of science literacy on chemical equilibrium topic through implementation of guided inquiry learning model. The research design used is One-Group Pretest-Posttest Design. The research was conducted in class XI MIPA 4 of SMAN 3 Surabaya. Data obtained by instruments of multiple-choice tests of scientific literacy and observation sheet. The results showed that every aspect of students’ scientific literacy ability was increased in the medium criteria, it was indicated by an average gain score of 0.6 for competence to explain scientific phenomena and to evaluate data and design scientific investigations. Moreover competence of interpreting data and scientific evidence obtains gain score of 0.7. The result of this research indicated that the ability of scientific literacy had been trained to students.

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The Analysis of High School Students’ Science Literacy Based on Nature of Science Literacy Test (NOSLiT)

Cited by 6 publications

References 5 publications

Assessing secondary students’ scientific literacy: A comparative study of suburban schools in England and Malaysia

Assessing secondary students’ scientific literacy: A comparative study of suburban schools in England and Malaysia

Analysis of the Need for Android Based Mobile Learning Development to Improve Student Science Literations

Training of Science Literacy Skills in Chemical Equilibrium Through Implementation Guided Inquiry Learning

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