Profile of Scientific Literacy Ability of Middle School IPA (Natural Sciences) Teachers in Banda Aceh City
Muhammad Azzarkasyi1*, Syamsul Rizal2, Risaharti3
1*Physics Education Lecturer FKIP Universitas Serambi Mekkah, Banda Aceh, Indonesia
2Physics Education Lecturer FKIP Universitas Serambi Mekkah, Banda Aceh, Indonesia
3Akademi Keperawatan Teungku Fakinah, Banda Aceh, Indonesia
*Corresponding Author: Muhammad Azzarkasyi, [email protected] Abstract
This study aims to obtain a description of the scientific literacy ability of IPA (natural sciences) teachers. This study is descriptive research. Data was collected by distributing diagnostic test instruments distributed to 29 teachers who were selected as a sample of the total population of science teachers teaching at SMPN (public junior high school) throughout Banda Aceh. The test instrument used in the form of Four-Tier Multiple Choice questions as many as 24 items equipped with CRI confidence level scale along with the reasons for the answer choices. The scientific literacy competency aspect used is in accordance with the 2017 PISA determination which includes 3 aspects, namely the competence aspect to explain phenomena scientifically, the competence aspect to design and evaluate scientific investigations, and the competence aspect to interpret data and evidence scientifically. The results showed that the scientific literacy ability of science teachers at SMPN in Banda Aceh was in the medium category with a percentage of 48.48%. The ability based on competence to explain phenomena scientifically is in the medium category with a percentage of 46.55%, the competence to design and evaluate scientific investigations is in the medium category with a percentage of 61.64% and the competence to interpret data and evidence scientifically is in the medium category as well with a percentage of 37.24%. Based on the results of this study, it can be concluded that science teachers at public junior high schools in Banda Aceh have moderate scientific literacy skills.
Keywords: profile, scientific literacy, science teacher
1. Introduction
The use of science and technology is rapidly emerging continuously in the improvement of modern society. Thus, changes in the product of science and the relationship between science and technology are also very influential in the life of today's civilization. The ability to explore students' initial knowledge by connecting science issues and scientific ideas as a reflection for students is called scientific literacy (Khery et al., 2020). Scientific literacy is the ability to understand and communicate science, as well as apply science skills in solving problems. Increasing scientific literacy skills in addition to the need for student motivation, teachers also have to consider learning strategies that are in accordance with the conditions and potential of students in learning carried out by focusing on direct experience and applying the nature of science (Syofyan, 2019).
Scientific literacy is the ability to apply mastery of science to solve problems at hand. Scientific literacy can also be defined as the capacity to use scientific knowledge, identify questions and draw conclusions based on the facts and data to understand the universe and make decisions from changes that occur due to activity (Novili et al, 2017).
Scientific literacy is one of the things that must be improved in learning science.
The scientific literacy indicators offered by PISA are grouped into 3 competencies, namely: explaining phenomena scientifically, designing and evaluating scientific
investigations, and interpreting data and evidence scientifically (OECD, 2018). In accordance with these indicators, it is easier for teachers to group categories to measure the level of scientific literacy of students.
Based on Fuadi's research in the study of literature, it is said that the factors causing students’ low level of scientific literacy include the selection of textbooks, misconceptions, non-contextual learning, and students' reading ability. This is due to the limitations of teachers in designing and implementing science education (Fuadi et al., 2020).
Scientific literacy ability can be improved by performing an evaluation of learning because scientific literacy is a key ability in the education of 15 year olds (Zuriyani, 2013).
Evaluation of scientific literacy is used to formulate policies which can support the creation of competitive natural resources in the era of globalization; and this is proven in OECD (2004) that scientific literacy is indispensable in modern society. One of the evaluations of scientific literacy on an international scale is the Program For International Student Assessment (PISA) conducted by the Organization for Economic Cooperation and Development (OECD) which was carried out starting in 2000 (Sellar, 2014).
Many factors affect the low level of scientific literacy in Indonesia, namely gender, economic and social and immigration (OECD, 2007). Anjasari's research (2014) reveals that the cause of the low mastery of scientific literacy is that teachers do not familiarize themselves with the learning process that supports students to develop scientific literacy.
2. Method
To obtain the required information, the data were collected by using a diagnostic test instrument distributed to 29 teachers who were selected as a sample of the total population of science teachers teaching at public junior high schools in Banda Aceh. The test instrument used in the form of Four-Tier Multiple Choice questions as many as 24 items equipped with CRI confidence level scale along with the reasons for the answer choices.
The scientific literacy competency aspect used is in accordance with the 2017 PISA determination which includes 3 aspects, namely the competence aspect to explain phenomena scientifically, the competence aspect to design and evaluate scientific investigations, and the competence aspect to interpret data and evidence scientifically. The distribution of scientific literacy questions from the three aspects in question can be seen in Table 1 below.
Table 1. Distribution of Scientific Literacy Questions Aspects of scientific competence Question No.
Explaining phenomena scientifically 16,18,19,21,22,24 Designing and evaluating scientific
investigations 1,4,7,8,14,17,20,23
Interpreting data and evidence
scientifically 2,3,5,6,9,10,11,12,13,15
To provide an interpretation of the level of scientific literacy, the conversion of test scores into values is used (Arikunto, 2021), namely:
The scientific literacy achievement value obtained is then interpreted based on the criteria presented in Table 2 (Hasan, 2018) as can be seen below:
Table 2. Criteria Scientific Literacy Achievements
No Value Range Criteria
1 2 3
67 – 100 33 – 66
< 33
High Medium
Low
3. Results and Discussions
The results of data analysis on the level of Scientific Literacy skills based on The Program for International Student Assessment (PISA) for science teachers refer to one of the dimensions of scientific literacy, namely the aspect of competence. This aspect consists of three scientific competencies, namely explaining phenomena scientifically, designing and evaluating scientific investigations and interpreting data and evidence scientifically. Data collection was carried out by presenting 24 items of questions given to 29 respondents who were taken as samples in the study.
Science teacher's scientific literacy ability in the competence to explain phenomena scientifically
The competency indicator explains phenomena scientifically, namely demonstrating the ability to remember and apply appropriate scientific knowledge; able to identify, use, and produce clear models and representatives; build a simple representative; make appropriate predictions; offer explanatory hypotheses; explain the potential implications of scientific knowledge for society; as well as describing or interpreting phenomena and predicting possible changes that will occur (Tang et al, 2021). There are 6 questions to explain the phenomenon scientifically, namely questions number 16, 18, 19, 21, 22 and 24. To interpret the scores obtained through the calculation of the test, the presentation is adjusted to the criteria presented in Table 3 below.
Table 3. Percentage of competency questions to explain phenomena scientifically Scientific Competence Question
No. Score Score % Question Category
Explaining phenomena scientifically
16 5 17.24 Low
18 14 48.28 Medium
19 23 79.31 High
21 15 51.72 Medium
22 8 27.59 Low
24 16 55.17 Medium
Total 81 46.55
Category Medium
Table 3 above shows that the scientific literacy ability of science teachers is based on the competence to explain scientific phenomena consisted of 6 items; the score obtained is 80 with an average percentage of 46.55% in the medium category. Of the 6 questions based on the competence to explain phenomena scientifically, the high
category is on question number 19, medium category is on questions number 18, 21 and 24, and low category is question number 16 and 22.
High category question is on question number 19 with a percentage of 79.31%;
respondents got a score of 23. Questions with medium categories is on questions number 18, 21 and 24 with a percentage of 48.28%, 51.72% and 55.17% respondents scored 14, 15 and 16. Questions with low categories are on number 16 and 22 with a percentage of 17.24% and 27.59% of respondents getting a score of 5 and 8. There was a comparison between the percentage scores of questions in the high, medium, and low categories.
Scientific literacy skills of science teachers in the competence of designing and evaluating scientific investigations
Indicators of competence in designing and evaluating scientific investigations are students' ability to identify and distinguish questions that can be investigated scientifically, to propose and evaluate ways to explore questions given scientifically, and be able to explain and evaluate how scientists ensure data reliability, objectivity, and generalizability of explanations (OECD, 2017). The question of competence in designing and evaluating scientific investigations consists of 8 questions located at numbers 1, 4, 7, 8, 14, 17, 20 and 23. In order to interpret the scores obtained through the calculation of the test, so that the percentage is adjusted to the criteria as presented in Table 4.
Tabel. 4 Percentage of competency questions to design and evaluate scientific investigations
Competence Question
Number Score Score % Question Category
Designing and evaluating scientific investigations
1 19 65.52 Medium
4 22 75.86 High
7 2 6.90 Low
8 11 37.93 Medium
14 25 86.21 High
17 12 41.38 Medium
20 27 93.10 High
23 25 86.21 High
Total 143 61.64
Category Medium
Table 4 above shows that the scientific literacy ability of science teachers based on the competence to design and evaluate scientific investigations consists of 8 items, the score obtained is 143 with an average percentage of 61.64% in the medium category. Of the 8 questions based on the competence to design and evaluate scientific investigations, the category of high questions is on questions number 4, 14, 20 and 21, the category of moderate questions is on questions number 1, 8 and 17, while the category of low questions is on question number 7.
Questions with high category is on number 4, 14, 20 and 21 with a percentage of 75.86%, 86.21%, 93.10%, 86.21%; respondents scored 22, 25, 27 and 25. The questions in the medium category were questions number 1, 8 and 17 with a percentage of 65.52%, 37.93%, and 41.38% of respondents scored 19, 11, and 12. Question with a low category is on question number 7 with a percentage of 6.90% of respondents scored 2. There was a
comparison between the percentage scores of items in the high, medium, and low categories.
Science teacher's scientific literacy ability on the competence to interpret data and evidence scientifically
On the indicator of competence to interpret data and evidence scientifically, namely the ability to change data from one representation to another; analyze and interpret data and draw appropriate conclusions; identify assumptions, evidence, and reasons in science-related texts; distinguish between arguments based on scientific evidence and theory and based on other consideration; and evaluate scientific arguments and evidence from various sources such as newspapers, journals and the internet (OECD, 2017). There are 10 questions on interpreting data and evidence scientifically, numbered 2,3,5,6,9,10,11,12,13 and 15. In order to interpret the scores obtained through the calculation of the test, the percentage adjusted to the criteria as presented in Table 5 below.
Tabel 5. Percentage of competence to interpret data and evidence scientifically
Competence Question
No. Score Score % Question Category
Interpreting data and evidence scientifically
2 4 13.79 Low
3 22 75.86 High 5 12 41.38 Medium
6 9 31.03 Low
9 4 13.79 Low
10 10 34.48 Medium
11 3 10.34 Low
12 15 51.72 Medium 13 17 58.62 Medium 15 12 41.38 Medium
Total 108 37.24
Category Medium
Table 5 above shows that the scientific literacy ability of science teachers based on the competence to interpret scientific data and evidence consists of 10 items, the score obtained is 108 with an average percentage of 37.24% in the medium category. Of the 10 questions based on the competence to interpret data and evidence scientifically, the high question category is question number 3, the medium category is number 5, 10, 12, 13 and 15, and the low category is number 2, 6, 9 and 11.
Question with a high category is number 3 with a percentage of 75.86;
respondents got a score of 22. Questions with a medium category is on number 5, 10, 12, 13 and 15 with percentages of 41.38%, 34.48%, 51.72%, 58.62% and 41.38%;
respondents received scores 12, 10, 15, 17 and 12. Questions with low categories is on questions number 2, 6, 9 and 11 with percentages of 13.79%, 31.03%, 13.79% and 10.34%; respondents scored 4, 9, 4 and 3. There was a comparison between the percentage of score questions in the high, medium, and low categories.
Scientific literacy ability in general
The results of data analysis of Scientific Literacy ability in general based on The Program for International Student Assessment (PISA) for science teachers refer to one of the dimensions of scientific literacy, namely the competency aspect. The competency aspect consists of three scientific competencies. The first one is explaining phenomena scientifically; the second is designing and evaluating scientific investigations; and the third one is interpreting data and evidence scientifically. Data collection was carried out by presenting 24 items of questions given to 29 respondents taken as samples in the study. A general description of scientific literacy skills is presented in table 6.
Tabel. 6 Description of scientific literacy ability of all competencies
No Scientific Literacy Competence Percentage Category
1 Explaining phenomena scientifically 46.55 Medium 2 Designing and evaluating scientific investigations 61.64 Medium 3 Interpreting data and evidence scientifically 37.24 Medium
Total 48.48 Medium
Table 6 above explains the literacy ability of science teachers based on competence to explain scientific phenomena with a percentage of 46.55% is in the medium category, designing and evaluating scientific investigations (61.64%) is in the medium category, and interpreting data and evidence scientifically (37.24%) is in the medium category. Therefore, the average number of the percentage is 48.48% so that it is classified as the medium category.
The distribution of scientific literacy abilities of science teachers
The result of the analysis of the distribution of scientific literacy skills based on The Program for International Student Assessment (PISA) on science teachers refers to one of the dimensions of scientific literacy, namely the aspect of competence. The competency aspect consists of three scientific competencies, namely explaining phenomena scientifically, designing and evaluating scientific investigations and interpreting data and evidence scientifically. Data collection was carried out by presenting 24 items of questions given to 29 respondents taken as samples in the study.
The description of the distribution of scientific literacy abilities of science teachers can be seen in Table 7 below.
Table 7. Distribution of scientific literacy ability of science teachers
Criteria N %
High 6 25.00
Medium 11 45.83
Low 7 29.17
Total 24 100.00
Average Criteria 33.33
Medium
4. Conclusions (TNR, 12, Single spacing)
Based on the results of conducted research on the scientific literacy ability of science teachers, which adapted from The Program for International Student Assessment (PISA), the test was taken as a reference for measuring the level of scientific literacy with three aspects of competences. Hence, it can be concluded that the scientific literacy competence of science teachers at junior high schools in Banda Aceh is in the medium category with a percentage of 48.48%. The ability based on competence to explain phenomena scientifically is in the medium category with a percentage of 46.55%, the competence to design and evaluate scientific investigations is in the medium category with a percentage of 61.64%, and the competence to interpret data and evidence scientifically is in the medium category with a percentage of 37.24%.
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