How to cite:

Dini Atrasina Ludyas Adani, Sutarto, Slamet Hariyadi. (2022). Profile

of Scientific Literacy Skills on The Subject of Global Warming Senior

High School in Jember. Journal Eduvest. Vol 2(6): 1.032-1.038

E-ISSN:

2775-3727

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Eduvest – Journal of Universal Studies

Volume 2 Number 6, June, 2022

p- ISSN 2775-3735- e-ISSN 2775-3727

PROFILE OF SCIENTIFIC LITERACY SKILLS ON THE

SUBJECT OF GLOBAL WARMING SENIOR HIGH SCHOOL

IN JEMBER

Dini Atrasina Ludyas Adani

, Sutarto

, Slamet Hariyadi

Magister Science Education Faculty of Teacher Training and Education, University of

Jember, Indonesia

2,3

Lecture Science Education Faculty of Teacher Training and Education, University of

Jember, Indonesia

Email: dini.atrasina@gmail.com, indrawatisutarto@gmail.com,

s.hariyadi.fkip@unej.ac.id

ARTICLE INFO ABSTRACT

Received:

May, 26

2022

Revised:

June, 8

2022

Approved:

June, 11

2022

In the 21st century, students are required to have scientific

skills that are used to face globalization with advances in

technology and knowledge. One of the skills that must be

possessed by students is scientific literacy skills. Scientific

literacy is very important to be owned and understood by

students because students can analyze and understand the

relationship between scientific concepts and problems that

exist in the environment around students. This study analyzes

profil of scientific literacy in class XI students in several high

schools in Jember Regency. Scientific literacy indicators include

explaining scientific phenomena, analyzing and interpreting

data to draw conclusions, as well as evaluating and designing.

This type of research is descriptive research with data

collection by google form. Based on the google form, shows

that 58% of indicators explain scientific phenomena with low

category, for indicators to analyze and interpret data to draw

conclusions to get 48% data in the very low category, while

evaluating and designing indicators get 59% in the low

category. Based on these data, it shows that the scientific

literacy skills of class XI students in Jember City is still low.

KEYWORDS

Scientific Literacy, Global Warming, Education

This work is licensed under a Creative Commons

Attribution-ShareAlike 4.0 International

 
Dini Atrasina Ludyas Adani, Sutarto, Slamet Hariyadi
 
Profile of Scientific Literacy Skills on The Subject of Global Warming Senior High School 
in Jember    1.033 
 
INTRODUCTION 
 
Advances  in  Science  and  Technology  (IPTEK)  have  had  an  influence  on  the 
development of education in Indonesia. Advances in information technology have a direct 
impact  on  the  development  of  education  because  education  is  required  to  experience 
changes and push for the better with various efforts and maximum ways so as not to be left 
behind  by  the  development  of  science  and  technology.  Every  year,  education  and  the 
learning process have shown rapid development. This can be seen in the curriculum that 
continues to innovate, the methods and learning models are increasingly varied, and the 
facilities in schools that support learning are more advanced and better. Overall, it can be 
said that the changes that occur are reforms in the education system to balance and follow 
the progress of science and technology globally. 
Education is a  conscious and planned  effort to create a learning atmosphere and 
learning process so that students are able to develop their potential actively which is useful 
for  increasing  religious  spiritual  abilities,  self-control,  personality,  intelligence,  noble 
character, and useful skills for themselves. society, nation and state (Indonesia & Nomor, 
20 C.E.). The previous question has an important meaning about education, education is a 
responsible, comprehensive, strategic effort to improve human ability to face the future to 
be more efficient (Fajar & Mulyanti, 2019).  
Education has an important role because education makes a major contribution to 
the progress of the country in the field of developing quality human resources, especially 
in the face of increasingly growing job competition (Irianto, 2017). One way to improve 
the  quality of  education  is  that  students  are  the forerunner  of future  human resources. 
Students must have the skills needed to face job competition and competition in the era of 
globalization in the 21st century. Scientific literacy is one of the skills needed in the 21st 
century  among the 16  skills identified by the  World Economic Forum  (Forum,  2015). 
Scientific literacy is the ability to use scientific knowledge, identify questions and conclude 
things based on evidence to understand and make decisions related to nature and changes 
that occur in nature through human activities (Guria, 2016). Scientific literacy is a person's 
ability to understand the problems that are being faced by modern people who cannot be 
separated  from  the  development  of  science,  technology  and  existing  social  problems 
(Nurdini et al., n.d.). In this era of globalization, scientific literacy in Indonesia is very low. 
Low scientific literacy is one  of the problems  of education in Indonesia. This is 
supported by data on the average scientific literacy results of Indonesian students in the 
scientific literacy assessment held by the Program for International Student Assessment 
(PISA). Based on the results of the 2018 PISA assessment issued on December 3, 2019 that 
the country of Indonesia was ranked 75th out of 80 countries that took part in the PISA 
assessment (PISA, 2019). The deep understanding of science that Indonesian students have 
in general has not shown scientific literacy skills that support them in their future lives. 
Based  on  the  PISA  2012  framework,  scientific  literacy  aspects  consist  of  context, 
knowledge,  competence,  and  attitude  aspects.  Scientific  literacy  indicators  include 
explaining scientific phenomena, analyzing and interpreting data to draw conclusions, as 
well as evaluating and designing. 
Aspects  of  the  context  of  scientific  literacy  involve  important  issues  related  to 
science in everyday life. The scientific literacy assessment items are designed for contexts 
that are not only limited to school life, but also in the context of students' lives in general 
(Ardiansyah et al., 2016). The aspect of scientific competence refers to the mental processes 
involved when answering a question or solving a  problem (Ariana et al., 2020). In the 
aspect  of  scientific  knowledge,  students  need  to  capture  a  number  of  key  or  essential 

Eduvest – Journal of Universal Studies

Volume 2 Number 6, June 2022

1.034 http://eduvest.greenvest.co.id

concepts to be able to understand certain natural phenomena and the changes that occur

due to human activities (Purwanto, 2019).

RESEARCH METHOD

The research method used by the researcher is descriptive research method. In

this study, the researcher did not give special treatment to the research sample used so that

the researcher did not need a control class and an experimental class. In the current

pandemic, researchers collect data by distributing a questionnaire in the form of a google

form. There are two types of Google forms that researchers distribute. The first type of

google form consists of questions about students' scientific literacy skills, while the second

type of google form is about media and the learning process in schools used by physics

teachers.

Research using google forms is useful for obtaining information collected from

existing samples in order to get an overview relating to certain aspects or characteristics

that exist in the population where the sample is. The population in this study were high

school students, especially class XI majoring in science at several public high schools in

Jember Regency in the 2021/2022 academic year. The researcher used a sampling

technique using the cluster random sampling method which was used to take students who

would be used as research samples and all students who were used as samples for this study

were research subjects. The instruments used in this study were of two types, namely

questions related to students' scientific literacy skills and questions related to the teaching

and learning process and the media used by teachers in schools.

There are six questions in scientific literacy ability in the form of multiple choice

questions, but students still write down the reasons for answering the questions. This is

useful to strengthen the answers that have been answered by students. The scientific literacy

skills questions used by the research are global warming material. These scientific literacy

skills questions cover aspects of scientific literacy skills, namely content, context, process,

and scientific attitude. The scientific literacy ability of class XI students is carried out by

providing scientific literacy questions and teacher questionnaires to find out the learning

used. The questionnaire used by the researcher is an indirect questionnaire, so the

researcher uses the google form.

The purpose of distributing this questionnaire is to find out how the responses are

about the extent of students' scientific literacy abilities, the use of media or the teaching

and learning process of teachers, the needs of the teaching and learning process, and the

suitability of the material provided with indicators of scientific literacy ability. The profile

of students' scientific literacy abilities is the result of a post-test from a google form filled

out by students. Scientific literacy ability can be described using the following formula.

The scientific literacy ability profile is the result of a test using a google form that is

distributed to students. Scientific literacy ability is described using the following formula

(Arikunto, n.d.).

S =

𝑅

𝑁

𝑥 100

Information:

S = Value of students' scientific literacy ability

R = Number of questions answered correctly by students

N = The total number of questions of scientific literacy ability

Dini Atrasina Ludyas Adani, Sutarto, Slamet Hariyadi

Profile of Scientific Literacy Skills on The Subject of Global Warming Senior High School

in Jember 1.035

Scientific literacy ability has a percentage of students' scores which are grouped

into criteria:

Table 1. Criteria for the Percentage of Assessment of Students' Scientific Literacy Ability

Interval

Criteria

86 – 100 %

Very High

76 – 85 %

High

60 – 75 %

Enough

55 – 59 %

Low

≤ 54 %

Very Low

Purwanto (2013:103)

RESULT AND DISCUSSION

The overall achievement of scientific literacy skills was obtained by calculating the

average percentage of students who answered the questions correctly on each item. The

results of calculating the percentage of students who answered the questions correctly on

each item are presented in Table 2 as follows:

Table 2. Percentage of Students Who Answered Correctly Each Item of Scientific

Literacy Ability

Percentage

108

55,9 %

117

60,3 %

50,2 %

112

57,1 %

119

60,9 %

46,1 %

Average

55,08 %

Information:

% = Number of students who answered correctly about scientific literacy

N = Presentation of students who answered correctly about scientific literacy questions

Based on Table 2, information is obtained that the average achievement of

scientific literacy skills in the aspects of knowledge and competence as a whole is 55.08%

with the achievement category "low". In the results of the google form described in table

2, information is also obtained that the questions are in accordance with the indicators of

scientific literacy ability. Indicators of scientific literacy ability include explaining

scientific phenomena, analyzing and interpreting data to draw conclusions, as well as

evaluating and designing. Based on table 2, there are six questions given by the researcher.

Questions 1 and 2 use indicators to explain scientific phenomena, while questions 3 and 6

use indicators to analyze and interpret data to draw conclusions, and questions 4 and 5 use

indicators to evaluate and design. Of the six questions, students got the "enough" category

in numbers 2 and 5, while the "low" category was in numbers 1 and 3, and got the "very

low" category at numbers 3 and 6.

Obtaining research data related to scientific literacy skills in each indicator to

explain scientific phenomena, analyze and interpret data to draw conclusions, as well as

evaluate and design. The results of these indicators are obtained by calculating the

percentage of achievement of test results per indicator in the aspect of knowledge and

Eduvest – Journal of Universal Studies

Volume 2 Number 6, June 2022

1.036 http://eduvest.greenvest.co.id

competence. This percentage is obtained by comparing the score obtained by each student

with the maximum value and looking for the average value of literacy ability achievement

for each indicator in the aspect of knowledge and scientific competence.

The results of the scientific literacy test analyzed per indicator on the aspect of

scientific competence are presented in Table 3.

Table 3. Science Literacy Ability Test Results Per Indicator

Indicator of Scientific

Literacy Ability

Percentage

Criteria

Explain scientific phenomena

58 %

Low

Analyze and interpret data to

draw conclusions

48 %

Very Low

Evaluate and design

59 %

Low

Based on Table 3, information is obtained that the percentage of achievement of

scientific literacy skills on indicators explaining scientific phenomena is 58% with the

"low" category and the percentage of achievement on indicators analyzing and interpreting

data to draw conclusions is 48% in the "very low" category. While the percentage of

achievement of scientific literacy on the indicators of evaluating and designing is 59% with

the "low" category.

Discussion

Based on the scientific literacy skills of students in the aspect of scientific

competence, it can be seen that the highest competency indicators achieved by students in

this study were indicators of evaluating and designing, then followed by indicators

explaining scientific phenomena and indicators of analyzing and interpreting data to draw

conclusions. The achievement of literacy skills on indicators of analyzing and interpreting

data in the form of stories or pictures of the ability of students to interpret scientific

evidence and draw conclusions by interpreting the data contained in several tables and

pictures on the instrument of science literacy test questions used in this study. In addition,

the ability to use scientific evidence is demonstrated by identifying the assumptions,

evidence, and reasons behind the conclusions drawn in solving problems surrounding the

concept of global warming matter.

The ability to analyze and interpret scientific data achieved by 48% is shown by

students with the ability to recognize issues and key characteristics of the phenomena

contained in the literacy question instrument which is made as if students are able to have

the ability to investigate scientifically investigated. The ability of students to analyze

scientific data certainly has something to do with aspects of scientific knowledge that

students understand regarding the concept of global warming (Anisa & Mitarlis, 2020).

Analytical questions on scientific literacy questions connect the cognitive aspects of

students with phenomena that are often encountered in the lives of students or phenomena

that exist around students. Based on cognitive learning theory, students use their prior

knowledge to process new information by relating the new information to their prior

knowledge (Subekti & Ariswan, 2016). The cognitive aspects contained in the memory of

students' memories affect the ability of students to analyze and interpret scientific data.

Aspects of competence to explain scientific phenomena achieved by students

amounted to 58% with the category of "low" achievement indicated by the ability of

students to apply the scientific knowledge they have understood in solving scientific

literacy problems on the concept of global warming material. The "low" category obtained

in the indicator explaining scientific phenomena describes the ability of students who are

not optimal in explaining scientific phenomena triggered by several factors that will affect

the achievement of scientific literacy skills. Students are able to master scientific literacy

Dini Atrasina Ludyas Adani, Sutarto, Slamet Hariyadi

Profile of Scientific Literacy Skills on The Subject of Global Warming Senior High School

in Jember 1.037

skills influenced by several factors. These factors can come from the approach or method

of learning science, especially physics learning used by teachers in building the concept of

global warming. Based on the results of the google form distributed to physics teachers in

Jember Regency, it shows that many teachers in Jember Regency have not used learning

based on scientific literacy indicators.

Optimal learning is learning that is able to arouse students' curiosity related to

learning materials or problems presented by the teacher so that students feel compelled to

solve problems presented by the teacher with enthusiasm and accompanied by abilities that

are able to build science process skills which are a part of the aspect of scientific literacy

skills. One of the suitable learning methods for science learning is the practicum method

that uses the steps of the scientific method in building the concept of knowledge. This

inquiry learning is also in line with constructivism-based learning which also has the

potential to encourage the emergence of various skills needed to be able to master scientific

literacy skills. Constructivism-based learning facilitates students to be able to construct

their own knowledge in relation to the real world (Forum, 2015). The way to measure

aspects of students' scientific literacy knowledge is by trying to find students' personal

psychology that is built through learning topics using constructivism-based learning

contexts (Sudarsana, 2018).

Based on the description of the previous paragraph, it shows that one of the physics

learning activities that encourage students to be able to construct their own knowledge is

to apply learning methods based on practical activities. Through practicum activities

carried out in physics learning, students will get used to being able to plan their learning,

carry out learning, and evaluate their learning independently. Scientific investigation is a

multidimensional activity that includes observing, finding problems, investigating books

and other sources, planning investigations, conducting experiments, collect data, analyze

data and interpret, propose solutions, explain and present the results of the investigation

(Nurdini et al., n.d.). So, students' scientific literacy skills in aspects of science knowledge

and competence can be optimized through the application of practical activity-based

learning. In addition to aspects of knowledge and aspects of science process skills

(scientific competence), aspects of science attitudes are also important aspects that affect

students' scientific literacy skills. One of the goals of science education is to be able to

develop students' attitudes that make them interested in scientific issues and then acquire

and apply scientific and technological knowledge for personal, social, and global benefit

(Guria, 2016). One of the factors that influence the results of this scientific literacy study

is the aspect of scientific attitude related to emotional factors which include interest and

comfort in learning science as well as the involvement of students in learning science

(Ardiansyah et al., 2016). So, aspects of knowledge, aspects of competence, and aspects of

attitude affect the achievement of scientific literacy abilities of high school students.

CONCLUSION

Based on the results of research obtained from google form, it shows that the

percentage of achievement of scientific literacy skills on indicators explaining scientific

phenomena is 58% in the "low" category. Meanwhile, the percentage of achievement on

the indicators of analyzing and interpreting the data to draw conclusions is 48% in the "very

low" category. While the percentage of scientific literacy achievement on the indicators of

evaluating and designing is 59% with the "low" category.

Eduvest – Journal of Universal Studies 
Volume 2 Number 6, June 2022 
 
1.038    http://eduvest.greenvest.co.id 
 
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