Concept Mastery and Scientific Literacy Capability of Senior High School of 1 Kudus Students

Herwidhi Tri Prabowo, Ani Rusilowati, Siti Wahyuni

Abstract


The purpose of this study is to identify concept mastery and scientific literacy capability of senior high school students. This study used quantitative-qualitative mix method. This study was conducted at senior high school students of 1 Kudus. The subjects of this study were 12th grade student who have received all the subject matter of physics. The instruments of this study were concept-based and scientific literacy-based multiple choice test accompanied by the reason. The level of concept mastery and scientific literacy capability of students was analyzed through the appropriateness of the choice of answers with the reasons. The results shows that the lowest level of concept mastery and scientific literacy capability of senior high school students is item Graduate Competence Standards (GCS) 3 about heat and thermodynamics. From the results can be conclude that concept mastery influences the students' scientific literacy capability

Keywords


concept mastery; scientific literacy; senior high school students

Full Text:

PDF

References


Baheivan E. & S. Kapueu. 2014. Turkish Preservice Elementary Science Teachers’ Conception of Learning Science and Science Teaching Efficacy Beliefs: Is There a Relationship?. International Journal Environmental and Science Education, 9 (4), 429-442.

Chiapetta, E.L., D.A. Fillman & G.H. Sethna. 1991. A Method to Quantify Major Themes of Scientific Literacy in Science Textbooks. Journal of Research in Science Teaching, 28 (8), 713-725.

Darner, R. 2014. Influences on Students’ Enviromental Self Determination and Implications for Science Curricula. International Journal of Environmental and Science Education, 9 (1), 21-39.

Diana, S., A. Rachmatulloh, & E.S. Rahmawati. 2015. Profil Kemampuan Literasi Sains Siswa SMA Berdasarkan Instrumen Scientific Literacy Assessments(SLA). Seminar Nasional XII Pendidikan Biologi FKIP UNS 2015. Solo: Universitas Sebelas Maret.

Glenn, V.L. & M.A. Janusa. 2010. Chemistry the Core Concepts. North Carolina: Kona Publishing and Media Group.

Hayat, B. & S. Yusuf. 2011. Benchmark Internasional Mutu Pendidikan. Jakarta: Bumi Aksara.

Impey, C. 2013. Science Literacy of Undergraduates in The United States. Orgazations People and Strategies in Astronomy 2 (OPSA 2). Departement of Astronomy, University of Arizona.

Istiyono E., D. Mardapi, & Suparno. 2014. Pengembangan Tes Kemampuan Berpikir Tingkat Tinggi Fisika (PysTHOTS) Peserta Didik SMA. Jurnal Penelitian dan Evaluasi Pendidikan, 18 (1), 1-12

Kazempour, M. 2014. I Can’t Teach Science! A Case Study of An Elementary Pre-service Teacher’s Intersection of Science Experiences, Beliefs, Attitude, and Self-Efficacy. International Journal of Environmental and Science Education, 9 (1), 77-96.

Kurniati D., R. Harimukti, & N.A. Jamil. 2016. Kemampuan Berpikir Tingkat Tinggi Siswa SMP di Kabupaten Jember dalam Menyelesaikan Soal berstandar PISA, Jurnal Penelitian dan Evaluasi Pendidikan, 20 (2), 142-155.

Linuwih S. & N.O.E. Sukowati. 2014. Efektivitas Model Pembelajaran Auditory Intelectually Repetition (AIR) Terhadap Pemahaman Siswa pada Konsep Energi Dalam. Jurnal Pendidikan Fisika Indonesia, 10 (2), 159-162.

Munawaroh R., A. Rusilowati, & Fianti. 2018. Improving Scientific Literacy and Creativity Through Project Based Learning. Physics Communication, 2 (2), 85-93.

Parmin, Sajidan, Ashadi, Sutikno, & F. Fibriana. 2017. Science Integrated Learning Model to Enhance The Scientific Work Independence of Student Teacher in Indigenous Knowledge Transformation. Jurnal Pendidikan IPA Indonesia, 6 (2), 365-372.

Prabowo, H.T., A. Rusilowati & S.E. Nugroho. 2016. Scientific Literacy Assessment Instrument for Measuring The Students’ Scientific Literacy Capability in Interaction Theme. Presented on International Conference on Mathematics, Science, and Education: Universitas Negeri Semarang.

Rahayuni, G. 2016. Hubungan Keterampilan Berpikir Kritis dan Literasi Sains pada Pembelajaran IPA Terpadu dengan Model PBM dan STM. Jurnal Penelitian dan Pembelajaran IPA, 2 (2), 131-146.

Ratri S.Y. 2015. Student Factor Influencing Indonesian Student Reading Literacy Based on PIRLS Data 2011. Journal Of Education, 8 (1), 24-32

Rusilowati A., L. Kurniawati, S.E. Nugroho, & A. Widiyatmoko. 2016. Developing an Instrument of Scientific Literacy Asessment on the Cycle Theme. International Journal of Environmental and Science Education, 11 (12), 18-27.

Sadler, T.D. & D.L. Zeidler. 2009. Scientific Literacy, PISA, and Socioscientific Discourse: Assessment for Progressive Aims of Science Education. Journal of Research in Science Teaching, 46 (8), 909-921.

Sujana A., A. Permanasari, W. Sopandi, & A. Mudzakir. 2014. Literasi Kimia Mahasiswa PGSD dan Guru IPA Sekolah Dasar. Jurnal Pendidikan IPA Indonesia. 3 (1), 5-11.

Sukowati D., A. Rusilowati, & Sugianto. 2017. Analisis Kemampuan Literasi Sains dan Metakognitif Peserta Didik. Physics Communication, 1 (1), 16-22.

Suma K., I.W. Sadia & N.M. Pujani. 2018. Investigating 12th Grade Students’ Prior Knowledge of Static Electricity Concepts. International Journal of Enviroment and Science Eucation), 13(2), 163-172.

Sunarti, T. 2015. Pemahaman Literasi Sains Mahasiswa Calon Guru Fisika Universitas Negeri Surabaya. Prosiding Seminar Nasional Fisika dan Pembelajarannya. Universitas Negeri Malang: ISBN:978-602-71273-1-9.

Toharudin, U., Hendrawati, S. & Rustaman, A. 2011. Membangun Literasi Peserta Didik. Bandung: Humaniora.

Turiman, P., Omar, Daud & Osman. 2012. Fostering The 21st Century Skills Through Scientific Literacy and Science Process Skills. Procedia-Social and Behavioral Sciences, 59 (1), 110-116.

Udompong, L. & Wongmanich. 2014. Diagnosis of The Scientific Literacy Characteristics of Primary Students. Procedia-Social and Behavioral Sciences, 116 (1), 5091-5096.

Udompong, L., Traiwicitkhun & Wongwanich. 2014. Causal Model of Research Competency Via Scientific Literacy of Teacher and Student. Procedia-Sosial and Behavioral Sciences, 116 (1), 1581-1586.

Widiana, I.W. 2016. Pengembangan Asesmen Proyek dalam Pembelajaran IPA di Sekolah Dasar. Jurnal Pendidikan Indonesia, 5 (2), 823-834.

Widowati A., S.W. Widodo, & P. Anjarsari. 2017. Optimalisasi Potensi Alam sebagai Scientific Problem Orientation untuk Mewujudkan Pembelajaran IPA yang Bermakna. Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA, 1 (1), 17-21.




DOI: https://doi.org/10.15294/physcomm.v2i2.14893

Refbacks

  • There are currently no refbacks.


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


View My Stats