European Journal of Education and Pedagogy

Vol 1 | Issue 1 | Month 2024

ISSN 2736-4534

RESEARCH ARTICLE

Profile of Students’ Scientific Literacy

Competence and Attitudes toward Online
Learning Using Microsoft Teams
Ariyatun Ariyatun 1, Winarto Winarto 2*, Syaifuddin Syaifuddin 1,
and Dwi Hesty Krityaningrum 3

ABSTRACT
One of the important elements of education that must be developed is Submitted: Month 00, 2024
scientific literacy. Regarding the impact of the Industrial Revolution 4.0 Published: Month 00, 2024
during the current pandemic, namely with changes in system digitization,
demanding learning systems integrated through the internet network.
10.24018/ejedu.2024.1.1.853
Online learning has become a demand in education in the last few years.
This study aimed to analyze the Scientific Literacy profile of high school 1Semarang State University, Indonesia.
students in terms of competence and attitudes towards science in online 2Yogyakarta State University, Indonesia.
learning during the COVID-19 pandemic. This research is a mixed 3Peradaban University, Indonesia.
quantitative and qualitative research. The research subjects were 105
respondents taken by purposive sampling from senior high schools in
*Corresponding Author:
Central Java, Indonesia. Data was collected using tests, questionnaires, and e-mail: [email protected]
interviews. The results showed that the Scientific Literacy profile regarding
competence and attitudes towards science was moderate. Important factors
must be considered in online learning: educators’ ability in online settings,
interactions between students, teachers, and content, and the intentional
relationship between online and offline activities in school activities and
practice in the field.

Keywords: Attitudes towards science, competence, online learning,

scientific literacy.

1. IntRodUctIon (Muntholib et al., 2020). However, regarding how the

Fourth Industrial Revolution is affecting the school right
The basic Program for International Student Assess-
now—specifically, how “system digitization” is changing—
ment (PISA) (Gomes et al., 2020) is based on the
teachers and students must be able to adjust to new
theoretical framework of scientific literacy, which was
developments quickly. A learning system that is integrated
developed based on consensus among scientists, educa- through the internet (online learning) has taken the place
tors, and chemistry teachers. Chemical education has also of face-to-face, in-person system learning. In other words,
changed as a branch of scientific education, with the pri- to support students’ Scientific Literacy, schools need to
mary objective of chemistry education now being Scientific offer a suiTable learning environment (Wiyarsi et al.,
Literacy (Muntholib et al., 2020). Understanding matter’s 2020).
particle properties, chemical processes, chemical laws and During the COVID-19 pandemic, online learning needs
theories, and general chemical applications in daily life are to be strengthened in high school education (Sabates
all considered components of scientific literacy (Sumarni, et al., 2021). In the past several years, there has been a
2018). Because scientific literacy is related to all people need for online learning in the field of education (Mese
of all ages, all educational levels, and both science and & Dursun, 2019). Face-to-face instruction is regarded as
non-science science, it is one of the crucial components a closed and conventional model. Information technology
that must be developed in education (Yustin & Wiyarsi, is needed to provide better learning environments. The
2019). The availability of suiTable assessments, such as teaching and learning process can become even more flexi-
Scientific Literacy instruments, is one of the effects of ble, inventive, and student-centered with the help of online
making Scientific Literacy a goal for chemistry education learning. According to Dhawan (2020), online learning is

Copyright: © 2024 Ariyatun et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and
reproduction in any medium, provided the original source is cited.

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Profile of Students’ Scientific Literacy Competence and Attitudes toward Online Learning Using Microsoft Teams Ariyatun et al.

an experiential learning process in a synchronous or asyn- distance learning during a future pandemic, where cur-
chronous setting on various internet-connected devices. riculum, strategy, model, and assessment used for learning
Higher education will establish a contemporary learning colloidal chemistry may differ. This study is a component
environment through online instruction. Online education of a larger endeavor to analyze the characteristics of high
is advised to be more than just a supplement offering school students participating in online learning during
extra advantages (Williams et al., 2012). Online learning a pandemic. Given the problems of achieving scientific
is a machine learning approach where students learn from literacy during the pandemic and the expansion of the
a series of data instances one at a time and attempt to COVID-19 outbreak, this study attempts to assess the
manage numerous jobs or make decisions. The aim of literacy profile chemistry in online learning. Scientific liter-
online learning is to maximize the quality and correctness acy and online learning are acknowledged as 21st-century
of the series of predictions and decisions. Thus, in addition challenges. Even though the COVID-19 pandemic has dev-
to prior learning and predictions, students are given the astated people worldwide and necessitated the adoption of
task’s right response and perhaps further information (Hoi the work-from-home policy, more investigation and suffi-
et al., 2021). cient research are still needed to understand how online
Online learning can be supported by various plat- learning might be applied fully. What is the profile of stu-
forms, such as the following: more and more online dents’ scientific literacy regarding competence and attitude
writing courses are being offered in higher education toward science in online learning? Moreover, what features
(King et al., 2018). It has been reported that students of online education exist in the midst of the pandemic?
see online learning more favorably than in-person lectures Numerous initiatives have been undertaken in sev-
and that online learning complements in-person lecture eral nations, including Indonesia, to raise students’ levels
curricula (Aghajani & Adloo, 2018). According to certain of scientific literacy. One of the crucial components of
research, evaluating online learning is highly successful education that needs to be developed is scientific lit-
(Baldwin et al., 2018). Quantitative thinking is more likely eracy (Sumarni et al., 2017). The value of scientific
among students who take more online courses. While the literacy is tied to how well-versed children can use sci-
online environment might be advantageous for some forms ence and technology to understand and value nature.
of involvement, it might also impede others. When creating Sumarni et al. (2018) define scientific literacy as the abil-
online course materials, educational institutions should ity to use chemical knowledge, recognize problems, draw
consider these findings. Additionally, faculty members conclusions from data, and comprehend and assist in
should be encouraged to brainstorm strategies for pro- decision-making regarding the natural world and human
moting student participation in various delivery methods interactions. People of all ages, with varying degrees of
(Chang, 2016). El Tantawi et al. (2018) highlighted that the science and non-science education, are related to scientific
students expressed satisfaction with how online learning literacy. Thummathong and Thathong (2016) conducted a
was implemented. related study on improving scientific literacy in Thailand.
Based on study findings, SMA N 1 Weleri’s online learn- Identifying chemical concepts, defining some essential
ing program makes greater use of the learning management concepts, applying knowledge of chemical concepts to
system, specifically Google Media, media Classroom (on explain events, and using chemistry knowledge to read
odd semesters), and Microsoft Teams (on even semesters) or evaluate pertinent material provided in a section are
during the 2020–2021 academic year. During the pan- some aspects that must be revealed to uncover scientific
demic, overall student learning results have declined. literacy. One of the most crucial areas of science that helps
Students’ perceptions of the LMS’s use in the classroom pupils comprehend what is going on in their environment
indicate that, for the most part, users have a favorable is chemistry. How students think as they gain experience
outlook (van Wart et al., 2020). According to research, learning about previously acquired topics determines how
there are numerous advantages to adopting an LMS for much knowledge they possess.
teaching and learning. This helps to support the transi- To ensure that these efforts are successful, chemistry
tion from passive to active learning and enables schools teachers must have a thorough understanding of chemical
to refocus their attention from content-based learning literacy and know how to assess and design chem-
to learning-based processes. An LMS can also enhance istry lessons geared toward improving students’ chemical
student activities and encourage communication between literacy. The PISA Scientific Literacy Framework and
students, teachers, and classmates (Mcbrien et al., 2021). Scientific Literacy Shwartz are two tools that can be
However, there are frequently practical limitations when used to assess Scientific Literacy. Research on improving
utilizing an already-existing commercial LMS (Deli & Scientific Literacy was also conducted by Cigdemoglu
Allo, 2020). An LMS, for instance, can be costly, and not et al. (2017), who conducted a Scientific Literacy assess-
all schools have the funds to purchase and maintain one ment based on literacy, competence, and attitude aspects
over time. Some services, such making courses, adding against chemistry. These three aspects necessitate a thor-
students, and setting up student groups, are inaccessible to ough investigation that somewhat motivates students to
teachers. Future learning management systems (LMSs) in develop and enhance their Scientific Literacy abilities. The
schools might differ from those today. They must switch to results of this study indicate that knowledge and compe-
a new LMS, and studies reveal that learning a new system tence are at a higher level than attitudes toward chemistry.
can be difficult. The study’s findings (Wiyarsi et al., 2020) demonstrate that
The literature review indicates that further research is context-based learning can raise students’ levels of scien-
required to examine scientific literacy skills in online or tific literacy. Having discussions in the context of actual

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Ariyatun et al. Profile of Students’ Scientific Literacy Competence and Attitudes toward Online Learning Using Microsoft Teams

experiences helps to raise students’ scientific literacy levels. forms. This method incorporates application methodolo-
A related study by Thummathong and Thathong (2016) gies for qualitative and quantitative data and philosophical
examined the scientific literacy of engineering students in presumptions, all combined into a single study (Creswell,
Thailand and found that social responsibility and chemical 2016). The sequential explanatory technique was employed
ignorance impact scientific literacy abilities. As a result, in this investigation. This approach is used in two phases:
educational institutions must provide learning activities the first phase involves collecting and analyzing quantita-
that promote greater scientific literacy and help students tive data, while the second phase builds on the first phase’s
avoid the consequences of applying the incorrect chemi- findings by collecting and analyzing qualitative data. In
cals. A strong understanding of chemistry can use scientific this study, the design of the sequential explanatory method
evidence, recognize scientific problems, and comprehend began with administering a Scientific Literacy compe-
scientific concepts. They will also be able to use high-level tency test. The experimental class was then treated using
learning to explain scientific phenomena. A chemically online chemistry education using the Microsoft Teams
literate person, in terms of the affective component, has application. In education, that is done to get quantitative
a fair and reasonable understanding of chemistry and data. Following the collection of quantitative data, the
its applications, demonstrates interest in chemistry-related data is analyzed and supplemented with qualitative data
issues, particularly those pertaining to the environment, through secondary data collection methods such as ques-
is responsive to scientific issues as demonstrated by his tionnaires, observations, and interviews. This process aims
interest in these issues, and feels responsible for the state of to enhance the integration of quantitative data and enable
affairs (Wiyarsi et al., 2020). the development of conclusions grounded in the study’s
Procedure evaluation is one of the most crucial parts findings and outcomes. The One-Shot Case Study research
of the teaching process since, according to numerous approach was employed in the study (Creswell, 2016).
research, it can enhance student accomplishment and The participants in this study received treatment in the
foster classroom learning (Ashraf & Zolfaghari, 2018). form of online education. After participating in the online
Scientific literacy assessments can characterize a teacher’s course, the participants completed a written exam cover-
familiarity with and proficiency with organizing, man- ing Scientific Literacy topics. Additionally, they collected
aging, comprehending, and applying assessment results qualitative data, including observations and responses to
accurately and effectively. Experts, international policy- online surveys on their attitudes toward science. With a
makers, and institutions form their scientific literacy in homogeneity test result of 0.285, the population in this
relation to the reality in the field and socially constructed study consisted of all senior high school students in Central
views of that reality. These tactics include broad legislation, Java, Indonesia, for the academic year 2020–2021. There
a nationwide literacy drive to raise adult literacy rates, were up to seven classes in this group. Three out of eleven
classes, or 105 students, served as the study’s subjects.
and more targeted initiatives (Benavot, 2015). The primary
These classes were chosen using the purposive sample
objective of chemistry education is chemical literacy, which
technique, considering that the three classes shared similar
calls for students to critically assess and analyze prior
characteristics and were cross-interest classes that needed
information and make decisions in real-world situations
extra attention to improve learning outcomes, particularly
(Cigdemoglu et al., 2017).
in maple chemistry, to conduct additional research as a
Some people believe that literacy is not a universal
means of enhancing the caliber of postsecondary educa-
skill set that can be applied in various social and cultural
tion following this study.
contexts. However, literacy is an applied social activity
This study assessed attitudes toward science by observa-
best understood in the context of adults’ daily lives in
tion and a questionnaire. The study’s accompanying draft
social settings. In contrast to the OECD study on peo-
questionnaire has 18 items about attitudes toward science.
ple skills adults, which sees literacy as a collection of
Each factor used to measure students’ attitudes toward
functional abilities that can be assessed globally, many
science is determined by adding up each learner’s points for
academics see literacy as social practices ingrained in how
all aspects, and the resulting data is then interpreted using
the adult community interacts and communicates with
criteria related to attitudes toward science. The classifica-
one another. Thus, literacy cannot be summed up into an
tion of attitudes toward science is based on four criteria:
indicator or score. The obvious consequences of a different
very good, good, pretty good, and bad. Four dimensions
research strategy: It is important to carry out intricate of attitudes toward science were identified in this study:
qualitative research that defies simple cross-spatial and curiosity in science, respect for the scientific method for
cross-temporal comparisons. International institutions, in discovery, environmental consciousness, and recognition
particular, have given standardized (direct) assessments of the inventiveness of the goods.
of literacy skills significant legitimacy, putting adults Learning data analysis approaches are applied to ascer-
(PIAAC) and students (PISA) from very different cultural tain the literacy competency results of online or distant
contexts on the same functional literacy scale, regardless learning. Descriptive analysis techniques were employed to
of the scientific findings in this case (Dichev & Dicheva, assess the quantitative data. Analysis of test instruments
2017). Students’ scientific literacy proficiency is assessed using a
multiple-choice format; the right response receives a score
of 1, while the incorrect response receives a score of 0.
2. MEtHod After that, each category’s interpretation of the total score
This study employed a mixed technique, a research is given. Table I presents three categories into which the
methodology that combines quantitative and qualitative category of Scientific Literacy ability can be divided.

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Profile of Students’ Scientific Literacy Competence and Attitudes toward Online Learning Using Microsoft Teams Ariyatun et al.

TABLE I: CAtEgoRIEs of ScIEntIfIc LItERAcY CoMpEtEncE middle category got the highest mean score of 51.53. In
evaluating competence and designing investigations, sci-
No Interval Category
entific research is in the middle category with a mean
1 66.6 < p ≤ 100 High
score of 44.8, and the competence to interpret the data
2 33.3 < p ≤ 66.6 Medium
3 0 < p ≤ 33.3 Low
and scientific evidence is in the low category with a mean
score of 30.6. The division level of literacy competence
briefly chemical division of Scientific Literacy competency
criteria is presented in Table III.
3. REsULts
Table III shows the scientific literacy competence of
This study analyzed learners’ ability to acquire Scientific learners of class eleven in terms of social cross-interest. At
Literacy competence through online learning during a the high level, there are 4 students; at the medium level,
pandemic due to COVID-19. The scientific literacy ability there are 59 students; and at the low level, there are 42
of the students in this study was measured using colloidal students. Overall, the average score of literacy competence
material. The scientific literacy competency test was vali- chemical learners Interests Cross class eleven social at
dated by experts and tested for validity and reliability. The senior high school in Kendal Central Java got 40.6 in the
Scientific Literacy competencies measured in this study category medium. This study refers to the cognitive level
include the competence to explain scientific phenomena, that can be achieved for learners. The description of the
evaluate and design scientific investigations, and interpret assessment is as follows:
scientific data and evidence. The Scientific Literacy com- 1. Low level, if students can only solve problems
petency test was conducted in class eleven social senior by carrying out a one-step procedure, for exam-
high schools, with 105 students. The Scientific Literacy ple, remembering facts, principle terms, or concepts
competency test consists of 20 multiple-choice questions determining one point of information from graphs
covering three aspects of Scientific Literacy competence. or tables.
Each aspect of Scientific Literacy competence has different 2. Moderate level, if learners can only solve problems
indicators. The results of the Scientific Literacy compe- related to the use and application of conceptual
tency test are shown in Fig. 1. knowledge to describe or explain the phenomenon,
Achievement of the overall Scientific Literacy ability selecting the proper procedures that involve two or
is obtained by calculating the average percentage of stu- more steps in solving the problems, organizing, inter-
dents who answered correctly on each item. Research data preting, or using data.
related to Scientific Literacy skills in each Scientific Lit- 3. High level, if students can answer Scientific Liter-
eracy competency indicator is obtained by calculating the acy questions, they will be able to analyze complex
percentage of achievement of the test results for each indi- information or data, synthesize or evaluate evidence,
cator, then comparing the scores obtained by each student justify reasons given by various sources, and develop
with the maximum value and looking for the average value plans or sequences of steps to solve problems.
of the achievement of Scientific Literacy competencies for
each indicator. The results of the Scientific Literacy com-
petency test were then analyzed in every aspect of chemical
literacy. The results of the chemical analysis of literacy
4. DIscUssIon
competence mean students in every aspect of competency
are briefly summarized and presented in Table II. These results are in accordance with the results of
Literacy competence by chemical capability is the com- interviews, which show that students with moderate com-
petence to explain scientific phenomena. Learners in the petence can apply appropriate scientific knowledge, make

80

70 67
61 61 60 61
59
60 54 54 53
50
Total Score

41
40 37
34 33 34
28
30
22 23
20 15
11 11
10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Question Items

Fig. 1. Scientific literacy competency test results in online learning.

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Ariyatun et al. Profile of Students’ Scientific Literacy Competence and Attitudes toward Online Learning Using Microsoft Teams

TABLE II: REsULts of AnALYsIs of ScIEntIfIc LItERAcY CoMpEtEncE

Indicators competence Sub indicator Question Score Category
chemical literacy items average
Apply appropriate scientific knowledge 2, 5, 6 53.3 Medium
Explain scientific Explain the potential implications of applying 11, 13, 44.3 Medium
phenomena scientific knowledge to society 15
Make and justify the right prediction 18, 20 57.0 Medium

Distinguishing questions that can be investigated 3, 14 48.5 Medium

scientifically
Evaluating and designing Identify ways to explore questions given 16 54.0 Medium
scientific investigations scientifically
Evaluate how to explore questions scientifically 17 54.0 Medium
Identifying questions for further exploration 19 23.0 Low
through scientific investigation

Identify assumptions, evidence, and reasoning 1, 7 26.0 Low

with related science
Distinguishing arguments based on scientific 4,12 38.0 Medium
evidence, theory, and other considerations
Interpreting scientific data Evaluating scientific arguments and evidence from 8 33.0 Medium
and evidence different sources
Analyze and interpret data and draw appropriate 9 34.0 Medium
conclusions
Interpret and prove experimental data 10 22.0 Low
scientifically

TABLE III: CRItERIA foR CoMpEtEncY LEVEL of ScIEntIfIc and understanding of concepts to complete the scientific
LItERAcY of StUdEnts literacy competency test. The Scientific Literacy ability
Competency level Interval N (%) of the highest students in this study was in the aspect of
High 66.6 < p ≤ 100 4 3.8 explaining scientific phenomena, which was then followed
Medium 33.3 < p ≤ 66.6 59 56.2 by the aspect of evaluating and designing scientific inves-
Low 0 < p ≤ 33.3 42 40.0 tigations and the aspect of interpreting scientific data and
evidence. The Scientific Literacy ability of the highest stu-
dents in this study was in the aspect of explaining scientific
and justify correct predictions, identify questions for phenomena, which was then followed by the aspect of
further exploration through scientific investigations, dis- evaluating and designing scientific investigations and the
tinguish arguments based on scientific evidence, theory, aspect of interpreting scientific data and evidence. Aspects
and other considerations; and interpret and prove exper- of competence to explain scientific phenomena reached
imental data scientifically quite well. The following is a 51.53 with the category of “medium” level indicated by the
snippet of interviews between researchers and students ability of students to apply the scientific knowledge they
with moderate levels of Scientific Literacy competence. have understood in solving Scientific Literacy problems
Low-level students can only solve problems by carrying on colloidal concepts. The concept of knowledge students
out a one-step procedure, for example, remembering facts, possess affects their ability to describe or interpret scien-
principles, or concepts and determining one point of infor- tific phenomena. The “high” level obtained in explaining
mation from a graph or table. The results of the interviews scientific phenomena describes the ability of students to
are similar, namely that low-competent students can dis- be optimal in explaining scientific phenomena triggered by
tinguish questions that can be investigated scientifically several factors that will affect the achievement of Scientific
quite well, identify, use, and produce a model that is clear Literacy skills.
and representative quite well, and can evaluate scientific The capacity to identify problems and essential elements
arguments and evidence from sources quite well as pre- of phenomena found in literacy questions that could be
sented in the interview summary as follows: Determination the subject of a scientific study demonstrates competence
of the level of competence based on the results of total in assessing and formulating scientific studies. Analytical
scoring results in the level obtained not in accordance with questions on literacy objects connect students’ cognitive
the criteria that should be because the indicators in this abilities and everyday experiences. According to the cog-
study have not been able to explore scientific literacy skills nitive learning theory, students process new information
for the level in detail. Two or three items can represent by connecting it with their past knowledge (Cigdemoglu
one indicator. An indicator in two or more items leads to et al., 2017). Students’ ability to recognize scientific con-
these results not detailing any chemical capability literacy cerns is influenced by the degree of cognitive elements
competency competent learners of high, medium, and low stored in their memories. By analyzing the information in
appropriate ability levels. several tables and images on the scientific literacy test item
Scientific Literacy competency questions generally have instrument used in this study, achievement analyzed the
a higher difficulty, so students need good analytical skills data and scientific evidence of learners’ capacity to reflect

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Profile of Students’ Scientific Literacy Competence and Attitudes toward Online Learning Using Microsoft Teams Ariyatun et al.

in understanding scientific evidence and make conclusions. students’ assumptions (ICT literacy, access to ICT), and
Additionally, recognizing the presumptions, supporting finally, the economic aspect.
data, and rationale for findings reached in problem-solving Based on the data obtained, the authors conclude that
related to the idea of colloidal chemistry demonstrates the the most important parameter influencing student behav-
capacity to apply scientific evidence (Creswell, 2016). ior and their educational progress in general is practice. As
According to Thummathong and Thathong (2016) and a result, the predominance of online learning is advanta-
Üstündağ et al. (2017), science is the methodical use of geous for the growth of cognitive structures. However, it
human observation, identification, description, and inves- has not been beneficial for developing emotive structures,
tigation of natural occurrences to gain knowledge about particularly attitudes toward science. Thus, more research
the flawed universe. Students’ scientific literacy is influ- is required, particularly research that can integrate online
enced by several factors, including their attitude toward and in-person instruction or blended learning (Bylieva
science and their scientific competency. Developing atti- et al., 2019). According to Nortvig et al. (2018), face-to-
tudes in students that pique their interest in scientific face learning domination can positively impact learning
matters and enable them to learn and use scientific and results and the educational process in general education
technological information for the good of society, the courses and theory. The existence of educators in virtual
individual, and the world is one of the objectives of science environments, the exchanges between students, instructors,
education. The attitude toward science aspects related to and content, and the deliberate connections between vir-
emotional factors, such as interest and the convenience of tual and real-world activities, as well as between academic
studying science and the involvement of students in learn- and practical aspects, are some of the numerous elements
ing science, is one of the factors that affect the results of that are more noticeable than others (Hubalovsky et al.,
the study of scientific literacy (Rubini et al., 2018; Wiyarsi 2019).
et al., 2020). Students’ attainment of chemical ability and Increasing pupils’ chemical literacy is one of the key
reading competence in high school is thus influenced by goals of studying chemistry. According to recent studies
factors related to competency and attitudes toward science. on learning during a pandemic, learning online may be an
Online learning is a system that can help students learn alternate strategy for helping high school students increase
more widely, more variedly, and more comfortably. Since their scientific literacy. In general, scientific literacy can
the COVID-19 outbreak, students in Indonesia have been be promoted through online learning as an active learning
experiencing a learning process that emphasizes learning strategy that stresses helping students build concepts and
through all sources that can be supported with minimal consolidate the knowledge they gain over time. A positive
assistance from others. To be fully utilized, online learning attitude and keen interest in science will generate a strong
requires certain prerequisites from students, including (1) drive to meet learning objectives (Hackman et al., 2021).
ICT literacy, which requires the student to be able to The case or challenging environment should also be used
master basic ICT as a tool for learning, (2) independence, to reinforce online learning. Additionally, research into the
which requires students to be familiar with independent future needs to enhance the use of constructivist learning
study, and (3) creativity and critical thinking, since online methodologies, such as STEM-based (science, technology,
learning facilities are highly diverse and allow students to engineering, and math-based) learning, which includes the
learn a variety of available tools like browsing, chatting, newest technological advancements. Differently revealed,
group discussions, video conferencing, and online quizzes a professional teacher training and development program
to take advantage of all optimal (Ebner et al., 2017, 2020; is required and needs to be continuously enhanced because
Thoms & Eryilmaz, 2015). aspiring chemistry teachers do not integrate context,
There is little doubt that learning online differs from social, environmental, and cultural learning in chemistry
traditional learning. The ability of pupils to receive and (Wiyarsi et al., 2020; Yustin & Wiyarsi, 2019).
analyze information is given priority in online learning
(Harandi, 2015). Students are more likely to be more
motivated while using e-learning since research shows a 5. ConcLUsIon
strong correlation between e-learning and student moti-
The scientific literacy profile of the students falls into
vation. Students who are more driven to learn are also
the medium range. The highest-achieving students in this
more likely to be involved, and when students successfully
study demonstrated the highest level of Scientific Literacy
engage in the learning process, they are more likely to
in the areas of evaluating and designing scientific studies,
meet their learning objectives. These conclusions and the
describing scientific phenomena, and understanding sci-
findings of this study diverge because attitudes toward
entific data and evidence. Students’ views toward science,
science are influenced by a gap or gaps resulting from
however, fall within this group. Online learning is good
Scientific Literacy proficiency. Regarding competency and
for the growth of cognitive structures, but it hasn’t shown
attitude toward science, it can be stated that the profile
much promise for the development of emotive structures,
of scientific literacy is still lacking, and more work is
particularly attitudes toward science.
required to develop it. According to Sokolová (2011),
there are a few things that need to be carefully considered
before using e-learning in teaching: the appropriateness
ConfLIct of IntEREst
of learning through e-learning and educative effective-
ness, educational institutions’ assumptions (ICT facilities), The authors declare no conflict of interest.

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Ariyatun et al. Profile of Students’ Scientific Literacy Competence and Attitudes toward Online Learning Using Microsoft Teams

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