Profile of Students’ Scientific Literacy Abilities in Higher Education on Chapter Heat and Temperature

Indah Slamet Budiarti, Rosmina Beno, Albert Lumbu, Viyanti Viyanti

Abstract


Students’ scientific literacy is very important to determine the extent to which students are literate about the scientific concepts that have been learned. Therefore, prospective physics teacher students must master scientific literacy to solve various problems from the real world as individuals and must interact in society and the environment as social beings. The purpose of this study was to analyze the scientific literacy skills of students of the 2019 class of physics education study program on chapter heat and temperature. This type of research used to achieve these objectives is descriptive qualitative with qualitative analysis. The subjects in this study were Lecturers in the basic physics course I and students of the 2019 class of physics education study program at Universitas Cenderawasih. Data collection techniques used in this study were tests, interviews, and documentation. The results of the research from the test instrument showed that the scientific literacy skills of physics education students class 2019 were still low. The results of the interviews strengthen the findings that there are still many physics education students of 2019 who do not have scientific literacy skills of concepts on chapter heat and temperature.


Keywords


Heat and temperature; higher education; scientific literacy; student

Full Text:

PDF

References


A’yun, Q., Rusilowati, A., & Lisdiana, L. (2020). Improving Students’ Critical Thinking Skills through the STEM Digital Book. Journal of Innovative Science Education, 9(2), 237–243.

Alwan, A. A. (2011). Misconception of heat and temperature among physics students. Procedia-Social and Behavioral Sciences, 12, 600–614.

Atmojo, S. E., Rusilowati, A., Dwiningrum, S. I. A., & Skotnicka, M. (2018). The reconstruction of disaster knowledge through thematic learning of science, environment, technology, and society integrated with local wisdom. Jurnal Pendidikan IPA Indonesia, 7(2), 204–213.

Bieber, T., & Martens, K. (2011). The OECD PISA study as a soft power in education? Lessons from Switzerland and the US. European Journal of Education, 46(1), 101–116.

Budiarti, I. S., Suparmi, A., Sarwanto, & Harjana. (2020). Effectiveness of generation, evaluation, and modifica-tion-cooperative learning (Gem-cl) model selaras bakar batu cultural practice in papua. Jurnal Pendidikan IPA Indonesia, 9(1), 32–41. https://doi.org/10.15294/jpii.v9i1.22362

Budiarti, Indah Slamet, Suparmi, Sarwanto, & Harjana. (2017). Students’ conceptual understanding consistency of heat and temperature. Journal of Physics: Conf. Series, 795, 012051. https://doi.org/10.1088/1742-6596/755/1/011001

Budiarti, Indah Slamet, & Tanta, T. (2021). Analysis On Students’ Scientific Literacy of Newton’s Law and Motion System in Living Things. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 9(1), 36–51.

Chusni, M. M., & Hasanah, A. (2018). Pengaruh Kemampuan Pengelolaan Laboratorium dan Literasi Sainfik Terhadap Kesiapan Calon Guru Fisika. Berkala Ilmiah Pendidikan Fisika, 6(3), 325. https://doi.org/10.20527/bipf.v6i3.5222

DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(6), 582–601.

Goodman, S. N. (2016). Aligning statistical and scientific reasoning. Science, 352(6290), 1180–1181.

Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE—Life Sciences Education, 11(4), 364–377.

Hadi, W. P., Munawaroh, F., Rosidi, I., & Wardani, W. K. (2020). Penerapan Model Pembelajaran Discovery Learning Berpendekatan Etnosains untuk Mengetahui Profil Literasi Sains Siswa SMP. Jurnal IPA & Pembelajaran IPA, 4(2), 178–192. https://doi.org/10.24815/jipi.v4i2.15771

Hallinger, P., Wang, W.-C., & Chen, C.-W. (2013). Assessing the measurement properties of the principal instructional management rating scale: A meta-analysis of reliability studies. Educational Administration Quarterly, 49(2), 272–309.

Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347–1362.

Huberman, M., & Miles, M. B. (2002). The qualitative researcher’s companion. Sage.

Ibrahim, J. T., Sutawi, & Jayus. (2013). Performance Analysis Of Beef Cattle Development Program Gaduhan Pattern Revolving System ( Study In Bomberay District Fakfak Regency West Papua Province. Agrise, XIII(2).

Indarti, S. (2019). Investigasi Implementasi Model Discovery Learning Berbasis Pendekatan Saintifik Dalam Meningkatkan Aktivitas dan Hasil Belajar IPA. IJIS Edu : Indonesian Journal of Integrated Science Education, 1(2), 100. https://doi.org/10.29300/ijisedu.v1i2.2244

Kusumah, R. G. T. (2019). Peningkatan Kemampuan Berfikir Kritis Mahasiswa Tadris IPA Melalui Pendekatan Saintifik Pada Mata kuliah IPA Terpadu. IJIS Edu : Indonesian Journal of Integrated Science Education, 1(1), 71. https://doi.org/10.29300/ijisedu.v1i1.1762

Mohr, K. A. J., & Mohr, E. S. (2017). Understanding Generation Z Students to Promote a Contemporary Learning Environment. Journal on Empowering Teaching Excellence, 1(1), 84–94. https://doi.org/10.15142/T3M05T

OECD. (2016). PISA 2015 Assessment and Analytical Framework PISA 2015 Assessment and Analytical Framework. In OECD Publishing. Retrieved from https://www.oecd-ilibrary.org/docserver/9789264190511-en.pdf?expires=1569847112&id=id&accname=guest&checksum=08AEA3FD9105123D4555A383BD097B5E

OECD. (2018). the Most Comprehensive and Rigorous International Assessment of Student Learning Outcomes To Date. Programme for International Student Assessment (PISA) Result from PISA 2018, 1–10.

Purbowo, A., Boy, B. Y., & Budiarti, I. S. (2020). Penerapan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division untuk meningkatkan Hasil Belajar. Papua Journal of Physics Education, 1(1), 13–23. https://doi.org/10.30596/liabilities.v1i1.2027

Rifandi, R., & Rahmi, Y. L. (2019). STEM education to fulfil the 21st century demand: a literature review. Journal of Physics: Conference Series, 1317(1), 12208. IOP Publishing.

Rini, E. S. (2020). The Effect of Problem Based Learning on Cognitive Outcome in Science Subject in Junior High School : Topic Water Pollution. IJIS Edu : Indonesian Journal of Integrated Science Education, 2(2), 108. https://doi.org/10.29300/ijisedu.v2i2.3269

Rosana, D., Widodo, E., Setyaningsih, W., & Warno, D. S. (2020). Developing Assessment Iinstruments of PISA Model to Measure Students’ Problem-Solving Skills and Scientific Literacy in Junior High Schools. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 8(2), 292–305. https://doi.org/10.24815/jpsi.v8i2.17468

Rubini, B., Ardianto, D., Pursitasari, I. D., & Permana, I. (2016). Identify scientific literacy from the science teachers’ perspective. Jurnal Pendidikan IPA Indonesia, 5(2), 299–303.

Saputra, H., Al Auwal, T. M. R., & Mustika, D. (2017). Pembelajaran Inkuiri Berbasis Virtual Laboratory Untuk Meningkatkan Kemampuan Literasi Sains Mahasiswa Calon Guru Pendidikan Fisika Universitas Samudra. Jurnal IPA & Pembelajaran IPA, 1(2), 143–148. https://doi.org/10.24815/jipi.v1i2.9688

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, 36(1), 111–139. https://doi.org/10.1007/s11165-005-3917-8

Supriyadi, S., Palittin, I. D., & Martini, C. (n.d.). Kajian Etnosains pada Indigenous Science Suku Malind dalam Upaya Pengembangan Pembelajaran IPA Kontekstual Papua. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 8(1).

Turner, R. (2018). How Proficient are ISU Non-Science Majors in Scientific Literacy Skills Prior to Their General Education Science Course?

Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering scientific literacy and critical thinking in elementary science education. International Journal of Science and Mathematics Education, 14(4), 659–680.

Winarti, C., Cari, A., Suparmi, I., Budiarti, J., Handhika, H., & Viyanti, V. (2017). Identification of consistency and conceptual understanding of the Black principle. Ideas for 21st Century Education, (2004), 249–252. https://doi.org/10.1201/9781315166575-50




DOI: http://dx.doi.org/10.29300/ijisedu.v3i1.4178

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 IJIS Edu : Indonesian Journal of Integrated Science Education

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

IJIS Edu: Indonesian Journal of Integrated Science Education
ijis.edu@iainbengkulu.ac.id

 

Lantai 2 Fakultas Tarbiyah dan Tadris
Institut Agama Islam Negeri ( IAIN ) Bengkulu
Jl. Raden Fatah Kel. Pagar Dewa Kec. Selebar Kota Bengkulu

 

  Creative Commons License
IJIS Edu : Indonesian Journal of Integrated Science Education ini diterbitkan oleh IAIN Bengkulu dan Disebarluaskan dengan perijinan dibawah Creative Commons Attribution-ShareAlike 4.0 International License.