Materials Analyzing Students' Scientific Literacy Abilities: Does It Impact Their Ability to Complete the Learning Process?

Tasa Ratna Puri; Muhammad Reyza Arief Taqwa; Boby syefrinando

doi:10.57092/ijetz.v3i1.194

Authors

Tasa Ratna Puri UIN Sulthan Thaha Saifuddin Jambi
Muhammad Reyza Arief Taqwa Universitas Negeri Malang
Boby syefrinando UIN Sulthan Thaha Saifuddin Jambi

DOI:

https://doi.org/10.57092/ijetz.v3i1.194

Keywords:

Learning Process, Scientific Literacy, Student Abilities

Abstract

This research was conducted to analyze how students' scientific literacy abilities are seen from their ability to solve physics questions on work and energy. The research design used is quantitative research with descriptive methods (quantitative descriptive). The population used in this research was the entire class X of SMK N 3 Tanjung Jabung Barat. The sampling technique in this research is purposive sampling because the initial data obtained from the entire population is normally distributed and homogeneous. The samples in this study were class X TKRO 1 and class X TKRO 2 because these two classes had the same number of students, namely 52 students. From the results of the data analysis that has been carried out, it can be stated that the level of students' scientific literacy abilities is 13.46% of students in the high category, 67.31% in the medium ability category, and 19.23% of students in the low category. On average, students' abilities are in the medium category.

Downloads

Download data is not yet available.

References

Acar, Ö., Büber, A., & Tola, Z. (2015). The Effect of Gender and Socio-economic Status of Students on Their Physics Conceptual Knowledge, Scientific Reasoning, and Nature of Science Understanding. Procedia - Social and Behavioral Sciences, 174, 2753–2756. https://doi.org/10.1016/j.sbspro.2015.01.962

Basile, C., & White, C. (2000). Environmental Literacy: Providing an Interdisciplinary Context for Young Children. Contemporary Issues in Early Childhood, 1(2), 201–208. https://doi.org/10.2304/ciec.2000.1.2.7

Clair, R. St. (2003). Words for the world: Creating critical environmental literacy for adults. New Directions for Adult and Continuing Education, 2003(99), 69–78. https://doi.org/10.1002/ace.111

Creswell, J. W. (2012). Planning, Conducting, and Evaluating Quantitative and Qualitative Research.

Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM Integration in K-12 Education. In STEM Integration in K-12 Education. https://doi.org/10.17226/18612

Johnston, J. S. (2014). John Dewey and science education. In International Handbook of Research in History, Philosophy and Science Teaching. https://doi.org/10.1007/978-94-007-7654-8_75

Karpudewan, M., Ponniah, J., & Ahmad, A. N. (2016). Project-Based Learning: An Approach to Promote Energy Literacy Among Secondary School Students. Asia-Pacific Education Researcher, 25(2), 229–237. https://doi.org/10.1007/s40299-015-0256-z

Mascarenhas, S. S., Moorakonda, R., Agarwal, P., Lim, S. B., Sensaki, S., Chong, Y. S., Allen, J. C., & Daniel, L. M. (2017). Characteristics and influence of home literacy environment in early childhood-centered literacy orientation. Proceedings of Singapore Healthcare, 26(2), 81–97. https://doi.org/10.1177/2010105816674738

Mazens, K., & Lautrey, J. (2003). Conceptual chnge in physics: Children’s naive representations of sound. Cognitive Development, 18(2), 159–176. https://doi.org/10.1016/S0885-2014(03)00018-2

Neuman, W. L. (2014). Social Research Methods; Qualitative and Quantitative Approaches Seventh Edition. In Pearson. http://arxiv.org/abs/1210.1833%250Ahttp://www.jstor.org/stable/3211488?origin=crossref%250Ahttp://www.ncbi.nlm.nih.gov/pubmed/12655928

Nguyen, D. H., & Rebello, N. S. (2011). Students’ understanding and application of the area under the curve concept in physics problems. Physical Review Special Topics - Physics Education Research, 7(1), 1–17. https://doi.org/10.1103/PhysRevSTPER.7.010112

Nieminen, P., Savinainen, A., & Viiri, J. (2012). Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning. Physical Review Special Topics - Physics Education Research, 8(1), 010123. https://doi.org/10.1103/PhysRevSTPER.8.010123

Parno, P., Yuliati, L., & Munfaridah, N. (2018). The profile of high school students ’ scientific literacy on fluid dynamics The profile of high school students ’ scientific literacy on fluid dynamics. Journal of Physics: Conference Series, 4(1013), 1–7.

Pe’er, S., Goldman, D., & Yavetz, B. (2007). Environmental literacy in teacher training: Attitudes, knowledge, and environmental behavior off beginning students. Journal of Environmental Education, 39(1), 45–59. https://doi.org/10.3200/JOEE.39.1.45-59

Permatasari, E. A. (2014). Implementasi Pendekatan Saintifik Dalam Kurikulum 2013 Pada Pembelajaran Sejarah. Indonesian Journal of History Education, 3(1), 11–16.

Reyza, M., Taqwa, A., Sulman, F., & Faizah, R. (2022). College Students ’ Conceptual Understanding of Force and Motion : Research Focus on Resource Theory. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/2309/1/012073

Rhosalia, L. A. (2017). Pendekatan Saintifik (Scientific Approach) Dalam Pembelajaran Tematik Terpadu Kurikulum 2013 Versi 2016. JTIEE (Journal of Teaching in Elementary Education), 1(1), 59–77. https://doi.org/10.30587/jtiee.v1i1.112

Serway, & Jewett. (2010). Physics For Scientists and Engineers with Modern Physics Eighth Edition.

Smith, A. L., Purcell, R. J., & Vaughan, J. M. (2015). Student Centered Education Guided Inquiry Activities for Learning about the Macro- and Micronutrients in Introductory Nutrition Courses Introduction / Background. Biochemistry and Molecular Biology Education, 43(6), 449–459. https://doi.org/10.1002/bmb.20913

Stoen, S. M., McDaniel, M. A., Frey, R. F., Hynes, K. M., & Cahill, M. J. (2020). Force concept inventory: More than just conceptual understanding. Physical Review Physics Education Research, 16(1), 10105. https://doi.org/10.1103/PhysRevPhysEducRes.16.010105

Sulman, F., Yuliatai, L., Kusairi, S., Hidayat, A., Pentang, J., & Mensah, B. (2023). Investigating concept mastery of physics students during online lectures through Rasch models on force and motion materials. 9(1), 95–106.

Sulman, F., Yuliati, L., Kusairi, S., & Hidayat, A. (2022). Hybrid Learning Model : Its Impact on Mastery of Concepts and Self- Regulation in Newton ’ s Second Law Material. Kasuari: Physics Education Journal, 5(1), 65–74. https://doi.org/https://doi.org/10.37891/kpej.v5i1.273

Sulman, F., Yuliati, L., Purnama, B. Y., & Arief, M. R. (2022). Creativity In Deriving The Fermi-Dirac Equation Through STEAM Approaches. 10(3). https://doi.org/10.20527/bipf.v10i3.13182

Sutopo, S. K. (2022). Utilizing Isomorphic Multiple-Choice Items to Diagnose Students ’ Misconceptions in Force and Motion. 72(4), 311–318.

Yotongyos, M., Traiwichitkhun, D., & Kaemkate, W. (2015). Undergraduate Students’ Statistical Literacy: A Survey Study. Procedia - Social and Behavioral Sciences, 191, 2731–2734. https://doi.org/10.1016/j.sbspro.2015.04.328

Yuliati, L., Karim, S., & Prima, E. C. (2018). Building Scientific Literacy and Physics Problem Solving Skills through Inquiry-Based Learning for STEM Education. Journal of Physics: Conference Series, 5(1108). https://doi.org/10.1088/1742-6596/1108/1/012026

Yuliati, L., Parno, P., Yogismawati, F., & Nisa, I. (2018). Building Scientific Literacy and Concept Achievement of Physics through Inquiry-Based Learning for STEM. Journal of Physics: Conference Series, 5(1097), 1–7. https://doi.org/10.1088/1742-6596/1097/1/012022