Analysis of Science Literacy of 11th Grade Students at SMA NASIONAL Malang Mimien Henie Irawati Al Muhdhar(1,a*), Salwa Nabilah Afifah(1,b), Nursasi Handayani(1,c), Racy Rizky Abdillah(1,d), and Novia DewiRahmawati(2,e)
1) Department of Biology, Mathematics and Science Faculty, Universitas Negeri Malang, Jl. Semarang No. 5 65145 Malang, Indonesia
*mimien_henie[at]yahoo.co.id
2) SMA Nasional Malang, Jln. SudancoSupriadi 50 Malang, Indonesia
Abstract
Scientific literacy is an individuals ability to understand scientific concepts and processes and apply them to solve problems in everyday life. This study aims to analyze the scientific literacy of class XI IPA SMA Nasional Malang based on three main indicators of scientific literacy according to PISA 2018. This research was conducted on December 12, 2021, at SMA Nasional Malang. The population in this study included 62 students of class XI IPA SMA Nasional Malang with a sample of 31 students. The instrument used in this research is a scientific literacy test in the form of an essay based on three main indicators of scientific literacy according to PISA 2018, including explaining phenomena scientifically, interpreting data and scientific evidence, and evaluating and designing scientific investigations. The results showed that the scientific literacy of class XI IPA SMA Nasional Malang students on the indicator of explaining the phenomenon scientifically obtained an average value of 56.45 including the low category. The results of research on indicators of evaluating and designing scientific investigations obtained an average value of 42.34 including the very low category. The results of research on indicators of interpreting data and scientific evidence obtained an average value of 50.00 including the low category. The causes of the low scientific literacy of students include: a lack of mastery of material concepts, classroom learning that has not applied a scientific approach, and students lack of analytical skills toward scientific phenomena. Based on this, it is necessary to use problem based learning (PBL) e-module containing scientific literacy to help train students scientific literacy. Students who use PBL e-module containing scientific literacy can build their knowledge independently and develop scientific literacy because the PBL learning model is based on constructivism theory.
Keywords: Scientific literacy, PISA, competence of science
