Aryani, A.K., Suwono, H., & Parno. 2016. Profil Kemampuan Literasi Sains Siswa SMPN 3 Batu. Prosiding. Seminar Nasional Pendidikan IPA Pascasarjana UM. pp.847-855
Azizah, F, N., Wahyudin, A., & Suhandini, P. 2017. Peran Self Regulation dalam Memoderasi Polah Asuh Keluarga dan Lingkungan Sekolah Terhadap Prestai Belajar Siswa Sekolah Dasar. Journal of Primary Education, 6(1): 65-70
Djemari Mardapi. 2008. Teknik Penyusunan Instrumen dan Nontes. Yogyakarta: Mitra Cendikia Offset.
Ekohariadi. 2009. Faktor-faktor yang Mempengaruhi Literasi Sains Siswa Indonesia Berusia 15 Tahun. Jurnal Pendidikan Dasar, 10(1): 29-43
Fardan, A., Rahayu, S., & Yahmin. 2016. Kajian Penanaman Pengetahuan Epistemik Secara Eksplisit Reflektif pada Pembelajaran Kimia dalam Meningkatkan Literasi Sains Siswa SMA. Prosiding. Seminar Nasional Pendidikan IPA Pascasarjana UM. pp.529-541
Hairani,. Dasna, I.W., Koeshandayanto, S. 2016. Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan Mind Mapping terhadap Keterampilan Proses Sains dan Prestasi Belajar IPA Siswa SMP Kelas VII Pada Pengetahuan Awal Berbeda. Jurnal Pendidikan dan Pembelajaran, 23(2): 154-165
Hartati, R. 2016. Peningkatan Aspek Sikap Literasi Sains Siswa SMP melalui Penerapan Model Problem Based Learning pada Pembelajaran IPA Terpadu. EDUSAINS, 8(1): 90-97
Haryadi S, E.F., Priyono, A.BP., & Retnoningsih, A. 2015. Desain Pembelajaran Literasi Sains Berbasis Problem Based Learning dalam Membentuk Keterampilan Berpikir Siswa. Journal of Innovative Science Education, 4(2): 1-7
Irvani, A.I., Suhandi, A., & Hasanah, L. 2017. Pengaruh Integrasi Proses Researching Reflecting (3R) pada Model Problem Based Leraning (PBL) Terhadap Domain Pengetahuan Literasi Saintifik Siswa SMA Kelas X, e-jurnal UIN Raden Fatah. jurnal.radenfatah.ac.id/index.php/jifp/article/download/1201/1010
Lailatul Q, H., Rosyidatun, E.S., & Miranto, S. 2015. Analisis Buku Sekolah Elektronik (BSE) Biologi Kelas XI Semester I Berdasarkan Literasi Sains. EDUSAINS, 7(1): 1-10.
Mardhiyyah, L.A., Rusilowati, A., & Sulhadi. 2016. Pengembangan Instrumen Asesmen Literasi Sains Tema Energi. Journal of Primary Education, 5(2): 147-154.
Masfuah, S. 2015. Pengaruh Kecakapan Personal terhadap Literasi Sains Siswa. Jurnal Refleksi Edukatika, 6(1): 24-29
Mudiono, A & Madyono, S. 2014. Persepsi Guru tentang Pengembangan Model Pembelajaran Literasi Fokus Menulis Narasi Dengan Teknik Probing-Prompting di SD. Sekolah Dasar, 23(1): 31-40.
Muhajir, S & Rohaeti, E. 2015. Perbedaan Model Pembelajaran STS dan CTL terhadap Literasi Sains dan Prestasi Belajar IPA. Jurnal Pendidikan Matematika dan Sains, III(2): 1-13.
Noviani, Y., Hartono., & Rusilowati, A. 2017. Analisis Pola Pikir Siswa Ditinjau dari Kemampuan Berpikir Kritis dan Kreatif Serta Literasi Sains. Journal of Innovative Science Education, 6(2): 148-154.
OECD. 2012. PISA 2012 Results: What Students Know and Can Do – Student Performance in Reading, Mathematics and Science (Volume I), dx.doi.org
OECD. 2013. PISA 2015 Draft Science Framework.
Pakpahan, R. 2016. Faktor-faktor Yang Mempengaruhi Capaian Literasi Matematika Siswa Indonesia falam PISA 2012. Jurnal Pendidikan dan Kebudayaan, 1(3): 331-347
Sari, D.N.A., Rusilowati, A., & Nuswowati, M. 2017. Pengaruh Pembelajaran Berbasis Proyek Terhadap Kemampuan Literasi Sains Siswa. Pancasakti Science Education Journal, 2(2): 114-123.
Setiawan, B., Innatesari, D.K., Sabtiawan, W.B., & Sudarmin. 2017. The Development of Local Wisdom-Based Natural Science Module to Improve Science Literation of Students. Jurnal Pendidikan IPA Indonesia, 6(1): 49-54.
- Abstract viewed - 205 times
- pdf downloaded - 283 times
Affiliations
Rosmalah Yanti
Universitas Negeri Semarang, Indonesia
Titi Prihatin
Universitas Negeri Semarang, Indonesia
Khumaedi Khumaedi
Universitas Negeri Semarang, Indonesia
How to Cite
Profile of Science Literacy Skill Domain Knowledge of SMPN 2 Bua Ponrang
Vol 7 No 1 (2018): April 2018
Submitted: Nov 8, 2017
Published: Feb 19, 2018
Abstract
The assumptions of the intelligent category of students in society are still based on the assessment of knowledge despite authentic assessment. This study aims to describe the science literacy ability of grade VII students of SMPN 2 Bua Ponrang in the knowledge domain consisting of procedural knowledge, epistemic knowledge, and content knowledge. The research method used descriptive quantitative. The sample is determined by using simple random sampling with the number of sample counted 31person. The results showed procedural knowledge of 37, 34%, epistemic knowledge of 34,91% and content knowledge of 27,94%. Maximum score obtained is 55, an average value of 39.77 and a minimum score of 20. It can be concluded improve the ability of science literacy, especially in the domain of knowledge. This research is hoped to give thought contribution in solving science literacy problem so that it can inspire to design activities and factors that can improve science literacy ability.