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Biology Students' Science Literacy Level on Genetic Concepts

Jurnal Pendidikan IPA Indonesia · Vol. 12 No. 1 (2023) · hlm. 146–152

DOI
10.15294/jpii.v12i1.39941
ISSN
2089-4392, 2339-1286
Terbit
2023-03-30
Penerbit
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Bahasa
eng

Abstrak

Scientific literacy is one’s scientific knowledge to apply based on scientific problems. It is important for shaping generational readiness to face the challenges of the 21st century. Scientific literacy is necessary for learning Biology because it can support skills in identifying, explaining scientific phenomena, and generalizing scientific facts. However, the scientific literacy level of students in Indonesia is still relatively low, ranking 70th out of 79 countries with an average achievement of 396. Therefore, this study aims to precisely determine the scientific literacy ability of Biology students and its correlation with the scientific learning model that lecturers apply. The data collection technique was carried out by providing 15 multiple-choice Scientific Literacy questions in the field of Genetics issued by the Program for International Student Assessment (PISA). The research data were analyzed descriptively and qualitatively using the Miles and Huberman approach, which consisted of three processing steps: data reduction, data presentation, and data conclusion. The results showed that the level of students’ genetic scientific literacy was still relatively low, with scores of each class being observed at 32.63%, 42.97%, and 43.06%. Factors that indicate students’ low scientific literacy are the use of textual teaching materials, students’ misconceptions about the genetic material being studied, non-contextual learning, and low student reading power. Thus, improving the quality of teaching materials on integrated genetic material on scientific literacy and learning innovations that emphasize contextual learning and students’ reading power is necessary to increase scientific literacy as a form of competency needed in 21st-century learning.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, pertama di-harvest 29 Okt 2026, terakhir terlihat 1 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Biology Students' Science Literacy Level on Genetic Concepts</dc:title>
	<dc:creator>Hartono, A.</dc:creator>
	<dc:creator>Djulia, E.</dc:creator>
	<dc:creator>Hasruddin, H.</dc:creator>
	<dc:creator>Jayanti, U. N. A. D.</dc:creator>
	<dc:subject xml:lang="en-US">biology students; genetics; science literacy</dc:subject>
	<dc:description xml:lang="en-US">Scientific literacy is one’s scientific knowledge to apply based on scientific problems. It is important for shaping generational readiness to face the challenges of the 21st century. Scientific literacy is necessary for learning Biology because it can support skills in identifying, explaining scientific phenomena, and generalizing scientific facts. However, the scientific literacy level of students in Indonesia is still relatively low, ranking 70th out of 79 countries with an average achievement of 396. Therefore, this study aims to precisely determine the scientific literacy ability of Biology students and its correlation with the scientific learning model that lecturers apply. The data collection technique was carried out by providing 15 multiple-choice Scientific Literacy questions in the field of Genetics issued by the Program for International Student Assessment (PISA). The research data were analyzed descriptively and qualitatively using the Miles and Huberman approach, which consisted of three processing steps: data reduction, data presentation, and data conclusion. The results showed that the level of students’ genetic scientific literacy was still relatively low, with scores of each class being observed at 32.63%, 42.97%, and 43.06%. Factors that indicate students’ low scientific literacy are the use of textual teaching materials, students’ misconceptions about the genetic material being studied, non-contextual learning, and low student reading power. Thus, improving the quality of teaching materials on integrated genetic material on scientific literacy and learning innovations that emphasize contextual learning and students’ reading power is necessary to increase scientific literacy as a form of competency needed in 21st-century learning.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
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	<dc:date>2023-03-30</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/39941</dc:identifier>
	<dc:identifier>10.15294/jpii.v12i1.39941</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 12, No 1 (2023): March 2023; 146-152</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v12i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/39941/14307</dc:relation>
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	<dc:rights xml:lang="en-US">Copyright (c) 2023 Jurnal Pendidikan IPA Indonesia</dc:rights>
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