DIAGNOSIS OF SCIENTIFIC LITERACY ABILITY OF

MADRASAH IBTIDAYAH TEACHER EDUCATION

STUDENTS (PGMI) FACULTY OF TARBIYAH SCIENCE
TEACHER TEACHERS INSTITUTE OF ISLAMIC
RELIGION NEGERI LANGSA

Nuraida 1,a) , and Soeparmi 1,b) , Widha Sunarno 1,c) , Sri Mulyani 1,d)
1
Sebelas Maret University, Surakarta Indonesia

Author Emails
a)
Corresponding author: [email protected] ,
b)
[email protected]
c)
[email protected]) [email protected]

Abstract.The scientific literacy skills in basic science concepts of PGMI IAIN Langsa students need to be improved, this
is evident from the initial data of research conducted on 26 PGMI students in semester 3 of the 2023/2024 academic year.
The aim of this research is to diagnose the scientific literacy abilities of Madrasah Ibtidayah Teacher Education (PGMI)
Faculty of Teacher Training and Education, Langsa State Islamic Institute (IAIN). Scientific literacy ability is measured
through a diagnostic test using a two tier test with an instrument of 15 descriptive questions. The results of the analysis
show that the average scientific literacy ability for each dimension of scientific literacy competency is still low, namely
for the competency dimension of explaining scientific phenomena at 33.95%, designing and evaluating scientific
investigations 9.81%, interpreting data and scientific evidence 46 .88%, understand the relationship between science,
technology and society 23.85%, and produce useful scientific products 23.85%. Based on the results of the analysis, it is
proven that the scientific literacy skills of PGMI IAIN Langsa students need to be improved.

INTRODUCTION
Science has a major role in the progress of Science and Technology [1] . Natural Sciences (IPA) or science is a
subject that trains students to recognize the environment and find out about nature systematically, formulating
concepts according to existing data, both in the form of empirical and theoretical facts that can be tested
scientifically. . Students who can explain scientific facts and the relationship between science, technology and
society, can apply their knowledge in solving problems in the environment, are called a scientifically literate or
scientifically literate society [2]
Scientific literacy is competence in recognizing the environment and solving problems faced by society [3] . The
ability to know nature and its environment with scientific knowledge by first identifying it and then making
decisions according to existing evidence in order to understand nature and the changes made to nature through
human activities is called scientific literacy [4 ] . Scientific literacy also views the importance of critical thinking
skills as well as acting which involves mastering thinking and using scientific thinking in recognizing and
responding to social issues in society, technology and information. Scientific literacy is so important in facing life in
the future, educating people to have scientific literacy is the main goal in every science education reform [5]
When scientific literacy becomes a very important factor in determining the quality of education in a country by
the Program for International Student Assessment (PISA), Indonesia ranks low and according to OECD 2019 around
34% of Indonesian students have a minimum level of science competency [6] . Other research from Puspendik
(2019) shows that students' scientific literacy skills are still low. This can be seen in the average PISA score for
OECD member countries for science of 489. Indonesia has taken the PISA test since 2000, in 2018 our PISA score
for science was 396 [6] . Therefore, it is very important to teach scientific literacy from an early age, at primary,
secondary and higher education levels by following the child's age development [1] .
Scientific literacy is a life skill for the 21st century, an era where scientific knowledge is the basis of everyday
life (Gultepe & Kilic, 2015; Giri & Paily, 2020) . Scientific literacy can be defined as students' ability to use natural
science (science) knowledge to explain and predict natural phenomena in order to overcome natural problems
through scientific methods [5] .
Scientific literacy ability is the ability to think scientifically and critically by using scientific knowledge to
develop decision-making skills (Holbrook & Rannikmae, 2007; Hidayah et al., 2019) . Individuals who are
scientifically literate are adept at using scientific concepts in making daily decisions through process skills; and
understand the relationship between science, technology and society; social and economic development and
producing useful scientific products (Laugksch & Spargo, 1996; OECD, 2014) . Scientific literacy views the
importance of thinking and acting skills which involve mastering thinking and using scientific thinking in
recognizing and responding to social issues.
Scientific literacy develops in line with the development of life skills [10] , namely the need for scientific
reasoning and thinking skills in a social context and emphasizes that scientific literacy is intended for everyone, not
just those who choose a career in the fields of science and technology. Currently, scientific literacy is a topic of
discussion in the world of education. Many developed and developing countries make scientific literacy a learning
goal. The term scientific literacy emerged at the end of 1950, but the terms used were not all the same [11] .
Scientific literacy (LS) comes from a combination of two Latin words, namely literatus, meaning marked by
letters, literate or educated and scientia, which means having knowledge. According to CE de Boer, the first person
to use the term scientific literacy was Paul de Hart Hurt from Stanford University. According to Hurt, science
literacy means the act of understanding science and applying it to the daily needs of society (Uus Toharudin et al.,
2011; Arohman et al., 2016).
Scientific literacy can also be defined as a person's ability to understand science, communicate science (both
verbally and in writing), and apply scientific knowledge to solve problems, so that they have a high attitude and
sensitivity towards themselves and their environment in making decisions based on scientific considerations
( Toharudin et al., 2011; Arohman et al., 2016 ).
PISA establishes three aspects of the following science competency or process components in assessing
scientific literacy, namely identifying questions and explaining phenomena scientifically, evaluating and designing
scientific investigations and using scientific evidence. Further explanation by OECD (2009) is:
1) Explain scientific phenomena; In this competency, students are able to recognize, provide and evaluate
explanations of various natural and technological phenomena.
2) Evaluate and design scientific investigations; In this competency, students are able to describe and assess
scientific questions and propose ways to overcome scientific questions.
3) Interpret scientific data and evidence; In this competency, students are able to analyze and evaluate scientific
information, questions and arguments in various representations and make appropriate conclusions.
Seeing the development of a world that is so dependent on knowledge and technology, scientific literacy can be
said to be the future, scientific literacy is a very important skill to train. Students who have strong scientific literacy
skills will be more prepared and alert in facing future challenges both in the world of work and in their personal
lives.
From this explanation, it can be seen that it is very important to diagnose scientific literacy in PGMI IAIN
Langsa students, because it can help and ensure that they have a strong foundation in scientific understanding,
critical thinking and scientific communication. This is also important to do in facing a world that is increasingly
sophisticated and complex and connected to science. With the results of this research, teachers will be able to choose
and implement appropriate learning strategies in an effort to improve students' scientific literacy skills.
Based on the description and facts above, the author conducted research on the scientific literacy abilities of
students in the third semester of the PGMI Study Program, Faculty of Tarbiyah IAIN Langsa, academic year
2023/2024, with the aim of finding out how the scientific literacy abilities of PGMI students at the Faculty of
Tarbiyah IAIN Langsa relate to science concepts. This research is entitled diagnosis of PGMI students' scientific
literacy abilities on science concepts.
 METHOD
This research is quantitative descriptive research, because it describes students' scientific literacy abilities based
on calculating the average test scores obtained before implementing a learning model which is thought to be able to
increase the scientific literacy of PGMI IAIN Langsa students. When the research was carried out in March 2023,
the subjects were 26 PGMI IAIN Langsa students, semester 3 of the 2023/2024 academic year. Diagnosis of
students' scientific literacy abilities is measured using a two tier test instrument [14] a total of 15 explanation
questions equipped with students' reasons for the answers they chose. The instrument was developed using five
dimensions of scientific literacy competency as a result of the synthesis of several experts (table 1). To measure
students' scientific literacy abilities, it is analyzed using a percentage, namely the number of correct student answers
divided by the maximum score times 100% [15] . After getting the answers from the instrument developed, students
were also given a free diagnostic interview to find out their reasons for answering the questions.
.

RESULTS AND DISCUSSION

Before preparing an instrument to measure students' scientific literacy abilities, the author made observations on
learning documents such as the RPS that lecturers have used so far. Based on this document, the author obtained
data such as the method used in learning, namely cooperative learning . This data serves as a guide as a first step in
developing instruments that are adapted to aspects of the scientific literacy competency domain as a result of
synthesis from several experts. (table 1).

TABLE 1. Science Literacy Competency Domain Matrix Based on Experts and Synthesis Results
Paul Gormally, et R. Laugksch, Fiver, et.al,. (OECD, OECD, (2019) Synthesis results
deHart al. (2012) 2000); OECD, 2014) 201 3 ). (2020)
(1998) 2014)
 The ability 1. Organizin 1. Proficient 1. The role 1. Explain 1. The ability to 1. Explain
to think g in using of scientific see problems phenomena
rationally scientific scientific science, phenome related to scientifically
about literacy concepts in 2. Scientifi na, science and 2. Design and
science in skills into making c 2. Designin scientific ideas evaluate
relation to two (2) daily thinking g 2. Be willing to scientific
personal, parts, decisions and evaluates engage in investigations.
social, namely through activities scientific scientific 3. Interpret data
political, understan process , research, communication and evidence
economic ding skills; 3. Science as well about science scientifically.
issues and research 2. Understand and 3. Interpret and technology 4. Understand the
problems methods the society, scientific which requires relationship
that may that lead relationshi 4. mathema data and competence to between science,
be to p between tics in evidence explain technology and
encountere scientific science, science, [20] phenomena society;
d knowledg technology 5. Science scientifically, 5. Produce useful
throughout e, as well and motivati 3. Evaluating and scientific
life as society, on and designing products.
[16] 2. Organize, social and beliefs. scientific
analyze economic investigations ,
and developme 4. Interpret data
interpret nt and evidence
quantitativ 3. Produce scientifically .
e data and useful [21]
scientific scientific
informatio products. (
n. (Laugksch,
[17] 2000:
OCDE,
2009)

The results of the synthesis from these experts were used as indicators in designing an instrument to measure
scientific literacy abilities in science concept lectures for PGMI IAIN Langsa students for the 2023/2024 academic
year. The design of the instrument in the form of a two tier test consists of 15 questions in the form of descriptions.
The results of the analysis can be seen in table 2.

TABLE 2 . Percentage of Scientific Literacy Ability of PGMI IAIN Langsa Students

Based on the Dimensions of Scientific Literacy Competency
Average Literacy
No. Dimensions of Scientific Literacy Competency
Ability (%)
1. Explain phenomena scientifically 33.95
2 Design and evaluate scientific investigations 9.81
3 Interpret data and evidence scientifically 46.88
4 Understand the relationship between science, technology and 23.85
society
5 Produce useful scientific products 23.85

The results of student answers are analyzed using percentages, namely the score obtained divided by the
maximum score multiplied by 100%. Based on data analysis, it was found that the average ability for each
dimension of scientific literacy competency was still low, such as the competency aspect of explaining scientific
phenomena at 33.95%, designing and evaluating scientific investigations at 9.81%, interpreting data and evidence
scientifically at 46.88%, understand the relationship between science, technology and society 23.85% and produce
useful scientific products 23.85%. If we look at the results of the overall analysis, students' scientific literacy
abilities for each aspect of the competency dimension are below 50%, this really needs to be improved. PGMI
students who are prospective MI/SD teachers must have high scientific literacy skills because as teachers they have
an important role in carrying out learning and are responsible for the future success of students [ 23], [24] .
 Regarding the results of the diagnostic test above, researchers also conducted interviews with students on why
they got low and high scores. Their answers were, 1) The questions are difficult to understand if the discourse or
narrative is too long, 2) There is a different understanding of the questions being tested. (misconceptions), 3) The
questions given should be accompanied by explanations through pictures, media or teaching aids, 4) There is a
discrepancy between the answers chosen by students and the available options or the reasons (arguments) they
explain, 5) In the materials- In certain materials, lecturers have used experimental activities, but the meaningfulness
of these experiments is still questionable because experiments are carried out only to confirm concepts, and 6) The
questions given are still limited to questions that require memory and understanding of concepts.
Based on the results of the interview, it appears that PGMI students need to be retrained in reading narrative
forms such as science discourse, in an effort to improve their scientific literacy skills. This is in accordance with
their statement that if the question narrative is too long it will be difficult for them to understand it. Meanwhile,
science literacy questions consist of long narratives about science
The data above shows that their absorption of science/science is still low. This can be influenced by external
factors and internal factors. External factors include teaching practices by educators that are still conventional,
according to analysis of PISA 2018 data that the teacher's enjoyment of teaching variable has the greatest influence
compared to other teaching practices [6] . Another external factor is the lack of training in scientific reading and
writing skills as a competency that students must have. This is in line with the results of the 2018 PISA data
analysis, that students who enjoy reading have a science score that is 11.3 points better than students who do not
enjoy reading [6] . Meanwhile, internal factors are the students' own abilities, such as interest in learning, cognitive
abilities, students are not used to completing scientific literacy test questions, students are used to filling in and
doing what is instructed and provided by the teacher, so the ability to interpret graphs/tables is also limited. This
condition indicates that efforts need to be made to improve science/science learning in an effort to improve students'
scientific literacy abilities.

CONCLUSION
Based on the results of the diagnosis of the scientific literacy abilities of PGMI IAIN Langsa students obtained
through this research, they still need to be improved. This fact can be seen from the class average results in each
dimension of scientific literacy ability which have a low percentage, so that efforts need to be made to improve
students' scientific literacy skills, such as improvements to models, strategies, learning methods, as well as
supporting learning facilities.

ACKNOWLEDGMENTS
Thank you to the Dean of the Faculty of Tarbiyah IAIN Langsa who has given permission as a research site.

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