SCIENTIFIC LITERACY SKILLS OF PRE-SERVICE BIOLOGY TEACHERS BASED ON SPENT YEARS IN UNIVERSITY AND CONTRIBUTED FACTORS
Abstract
Apart from the importance of scientific literacy for the pre-service teachers as the key to success in becoming a teacher who can teach and make literate students, not many studies have revealed the contributing factors, especially the learning experience students. This study aims to measure the level of scientific literacy skills of pre-service students and contributed factors. One hundred and five students at state Islamic universities in Indonesia participated in this study. The data were collected in three stages. First, the level of scientific literacy skills using the Test of Scientific Literacy (TOSLS). Two students with the highest and lowest abilities in each batch were interviewed. Finally, the semester learning plan (RPS) and practicum instructions are reviewed. The mean was used to describe the level of scientific literacy skills, and one-way ANOVA to test differences in skill between the four groups based on the spent year in university. Data obtained from interviews and analysis were analyzed using content analysis techniques. As a result, pre-service biology teachers have a "medium" level of scientific literacy skills. There was a difference between the four groups with the highest and most significantly different fourth-year students. The primary cause of scientific literacy skills is the student learning experience in terms of learning strategies, assignments, evaluations, and practicums activities that are obtained by pre-service biology teachers. The results suggest the following implications for teaching: faculties must identify scientific literacy skills and carry out learning with learning strategies, assignments, evaluations, and practicum activities that support the growth of scientific literacy abilities of a pre-service biology teacher.
References
Altun-Yalçn, S., Açşli, S., & Turgut, Ü. (2011). Determining the Levels of Pre-Service Science Teachers’ Scientific Literacy and Investigating Effectuality of The Education Faculties About Developing Scientific Literacy. Procedia - Social and Behavioral Sciences, 15, 783–787.
Arifin, L., & Sunarti, T. (2017). the Improvement of Students’ Scientific Literay Through Guided Inquiry Learning Model on Fluid Dynamics Topic. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 7(2), 68.
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14.
Cavas, P. H., Ozdem, Y., Cavas, B., Cakiroglu, J., & Ertepinar, H. (2013). Turkish Pre-service Elementary Science Teachers’ Scientific Literacy Level and Attitudes Toward Science. Science Education International, 24(4), 383–401.
Dani, D. (2009). ‘Scientific Literacy and Purposes for Teaching Science: A Case Study of Lebanese Private School Teachers’, 4(3), pp. 289–299.
De Moraes, J. V., & Castellar S. M. V. (2010). Scientific Literacy, Problem Based Learning and Citizenship: A Suggestion for Geography Studies Teaching. Problems of Education in the 21st Century, 19, 119–127.
Dragoş, V., & Mih, V. (2015). ‘Scientific Literacy in School’, Procedia - Social and Behavioral Sciences, 209 (July), pp. 167–172.
Ekohariadi. (2009). Faktor-faktor Yang Mempengaruhi Literasi Sains Siswa Indonesia Berusia 15 Tahun. Jurnal Pendidikan Dasar, 10(1), 29–43.
Fakhriyah, F., Masfuah, S., Roysa, M., Rusilowati, A., & Rahayu, E. S. (2017). Student’s science literacy in the aspect of content science? Jurnal Pendidikan IPA Indonesia, 6(1), 81–87.
Gormally, C., Brickman, P., dan Lutz, M. 2012. Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientific Information and Arguments. CBE—Life Sciences Education, 11: 364-377.
Gormally, C., Brickman, P., Hallar, B., dan Armstrong, N. 2009. Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and Learning, 3 (2): 1-22.
Gucluer, E., & Kesercioglu, T. (2012). The Effect of Using Activities Improving Scientific Literacy on Students’ Achievement in Science and Technology Lesson. Online Submission, 1(1), 8–13.
Hernawati, D., Amin, M., Al Muhdhar, M. H. I., & Indriwati, S. E. (2019). Science Literacy Skills Through the Experience of Project Activities with Assisted Local Potential Based Learning Materials. Jurnal Pendidikan Biologi Indonesia, 5(1), 159–168.
Hidayah, N., Rusilowati, A., & Masturi, M. (2019). Analisis Profil Kemampuan Literasi Sains Siswa SMP/MTS Di Kabupaten Pati. Phenomenon: Jurnal Pendidikan MIPA, 9(1), 36.
Irwan, A. P. (2020). Analisis Kemampuan Literasi Sains Pesrta Didik Ditinjau Dari Kemampuan Menyelesaikan Soal Fisika Di Sman 2 Bulukumba. Jurnal Sains Dan Pendidikan Fisika, 15(3), 17–24.
Jufrida, J., Basuki, F. R., Kurniawan, W., Pangestu, M. D., & Fitaloka, O. (2019). Scientific literacy and science learning achievement at junior high school. International Journal of Evaluation and Research in Education, 8(4), 630–636.
Martin, M. O., & Mullis, I. V. S. (2015). TIMSS 2015 International Results in Science.
Maulidia, L., & Suwono, H. (2018). Persepsi Dosen Program Studi Pendidikan Biologi terhadap Integrasi dan Implementasi Komponen Literasi Saintifik dalam Desain Kurikulum. 2015, 1115–1121.
Ngertini, N.N., Sadia, I.W., & Yudana, I.M. Pengaruh Implementasi Model Pembelajaran Inkuiri Terbimbing terhadap kemampuan pemahaman konsep dan literasi sains siswa kelas x sma pgri 1 amlapura. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha. 2013; 4(13): 1-8.
Novitasari, N. (2018). Profil Kemampuan Literasi Sains Mahasiswa Calon Guru Biologi. Biosfer : Jurnal Tadris Biologi, 9(1), 36.
OECD. (2019). PISA 2018 Results. Combined Executive Summaries. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Organization for Economic Co-Operation and Development. 2006. Assessing Sscientific, reading, and mathematical literacy: A framework for PISA 2006. Paris: OECD Publication.
Pratiwi1, S. N., Cari C., Aminah, N. S. 2019. Pembelajaran IPA Abad 21 dengan Literasi Sains Siswa. Jurnal Materi dan Pembelajaran Fisika (JMPF), 9 (1), 34-42
Ristanto, R. H., Zubaidah, S., Amin, M., & Rohman, F. (2017). Scientific literacy of students learned through guided inquiry. International Journal of Research & Review, 234(5), 23–30.
Saefi, M. (2017). Pengaruh Blended-Challenge Based Learning terhadap Kemampuan Literasi Informasi, Berpikir Kritis, dan Literasi Sains pada Mahasiswa S1 Pendidikan Biologi Universitas Negeri Malang. Tesis tidak diterbitkan. Universitas Negeri Malang, Malang
Shaffer, J. F., Ferguson, J., & Denaro, K. (2019). Use of the test of scientific literacy skills reveals that fundamental literacy is an important contributor to scientific literacy. CBE Life Sciences Education, 18(3).
Sudijono, A. (2006). Pengantar Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada
Suwono, H., & Furaidah. (2016). the Scientific Literacy Level of First- and Third-Year Biology Student Teachers: A Comparative Study. International Conference of Science Educators and Teachers (ISET) 2016, November.
Suwono, H., Mahmudah, A. and Maulidiah, L. (2017) ‘Scientific Literacy of a Third Year Biology Student Teachers: Exploration Study’, KnE Social Sciences, 1(3), p. 269.
Tias, I. W. U., & Octaviani, S. (2018). The Effect of Using the Project Based Learning Model On (Quasi Study Experiments for Class V Students of SD Negeri 8 Metro Timur, SD Negeri 1 Metro Barat, SD Negeri 1 Metro Utara dan SD Negeri 5 Metro Pusat). Journal of Humanities and Social Studies, 02(02), 25–30.
Utami, B., Saputro, S., Ashadi, & Masykuri, M. (2016). Scientific literacy in science lesson. Prosiding ICTTE FKIP UNS 2015, 1(1), 125–133.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://orcid.org/0000-0003-1920-0515
