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IDENTIFY SCIENTIFIC LITERACY FROM THE SCIENCE TEACHERS’ PERSPECTIVE

Jurnal Pendidikan IPA Indonesia · Vol. 5 No. 2 (2016) · pp. 299–303

DOI
10.15294/jpii.v5i2.7689
ISSN
2089-4392, 2339-1286
Published
2016-11-01
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng
License
creativecommons.org/licenses/by/4.0

Abstract

Scientific literacy is considered as a benchmark of high and low quality of science education in a country. This study aims to identify the scientific literacy of teachers and learning science relation to the issues from the perspective of a science teacher. This descriptive study involved 25 science teachers who are members of MGMP IPA in Bogor. The instrument used in this study consisted of scientific literacy tests and interviews. The results showed that 20% of teachers have scientific literacy ability in the low category, 65% in the moderate category and 15% in the high category. The problems of teaching science based on teacher perspective are 1. having difficulty to teach Integrated Science; 2. having limited knowledge related to learning models of Integrated Science; 3. lack of motivation in teaching integrated science consistently. The results of these studies form the basis that the professional trainings for junior high science teacher need to be conducted in a sustainable manner and related with the needs of their proficiency.

Keywords

Collaboration network of the authors

20 authors · 59 co-authorship links · 37 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Pakuan University
  • Indonesia University of Education
  • The University of Kitakyushu
  • The University of Queensland
  • National Research and Innovation Agency
  • Shizuoka University
  • Hiroshima University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Annisa NurramadhaniPakuan University3
Anna PermanasariIndonesia University of Education3
Irma Rahma SuwarmaIndonesia University of Education3
Arif HidayatHiroshima University3
Deni HadianaNational Research and Innovation Agency2
Yoshisuke KumanoShizuoka University2
Sitti Rahma YunusThe University of Queensland1
Tustiyana WindiyaniPakuan University1
Anisa PuteriAffiliation unknown1
Helmi AzizPakuan University1
Anna PermanasariPakuan University1
Toru MatsumotoThe University of Kitakyushu1
Ida HamidahIndonesia University of Education1
Eka SuhardiPakuan University1
Aji Permana PutraPakuan University1
Indriyani RachmanThe University of Kitakyushu1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">IDENTIFY SCIENTIFIC LITERACY FROM THE SCIENCE TEACHERS’ PERSPECTIVE</dc:title>
	<dc:creator>Rubini, B.</dc:creator>
	<dc:creator>Ardianto, D.</dc:creator>
	<dc:creator>Pursitasari, I. D.</dc:creator>
	<dc:creator>Permana, I.</dc:creator>
	<dc:subject xml:lang="en-US">Scientific Literacy; Science Learning</dc:subject>
	<dc:description xml:lang="en-US">Scientific literacy is considered as a benchmark of high and low quality of science education in a country. This study aims to identify the scientific literacy of teachers and learning science relation to the issues from the perspective of a science teacher. This descriptive study involved 25 science teachers who are members of MGMP IPA in Bogor. The instrument used in this study consisted of scientific literacy tests and interviews. The results showed that 20% of teachers have scientific literacy ability in the low category, 65% in the moderate category and 15% in the high category. The problems of teaching science based on teacher perspective are 1. having difficulty to teach Integrated Science; 2. having limited knowledge related to learning models of Integrated Science; 3. lack of motivation in teaching integrated science consistently. The results of these studies form the basis that the professional trainings for junior high science teacher need to be conducted in a sustainable manner and related with the needs of their proficiency.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2016-11-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/7689</dc:identifier>
	<dc:identifier>10.15294/jpii.v5i2.7689</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 5, No 2 (2016): October 2016; 299-303</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v5i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/7689/5465</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2016 Jurnal Pendidikan IPA Indonesia</dc:rights>
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