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Exploring Learners’ Concept Understanding of Static Electricity: A Scientific Literacy Case Study in a Malaysian Primary School

Unnes Science Education Journal · Vol. 14 No. 3 (2025) · hlm. 609–622

DOI
10.15294/usej.v14i3.36016
ISSN
2502-6232, 2252-6617
Terbit
2025-12-15
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Understanding static electricity can be challenging for elementary students due to its abstract nature. As the ability to explain scientific phenomena is a key indicator of scientific literacy, contextual and interactive learning experiences are essential. This study aimed to explore the level of understanding of the concept based on a case study in a Malaysian primary school. This study investigated the implementation of a guided inquiry-based static electricity experiment and analyzed the scientific literacy outcomes of Grade 3 students in a Malaysian elementary school. Using purposive sampling, 28 students participated in a simple practicum that involved using a ruler and paper pieces, supported by a worksheet and a nine-item Likert-scale questionnaire to assess their scientific literacy. Data analysis confirmed normal distribution, with literacy scores indicating strong performance: 81% in understanding and explaining phenomena, 85% in designing and evaluating scientific inquiry, and 88% in applying scientific information for decision-making. Skewness values of 0.035, -0.836, and -0.917, respectively, suggest consistent data patterns. Despite overall positive results, the lowest score highlights the need to strengthen concept understanding. Findings demonstrate that simple, experiment-based learning can foster cognitive development and scientific literacy, emphasizing the role of teacher guidance in linking everyday experiences to scientific concepts.

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  • State University of Semarang
  • Sebelas Maret University
  • Sultan Idris Education University
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Rekan penulisOrganisasiArtikel bersama
Arif WidiyatmokoState University of Semarang4
Melissa Salma DarmawanState University of Semarang2
Andhina Putri HeriyantiState University of Semarang2
Hendra FebriyantoState University of Semarang2
Muhamad NaufalState University of Semarang2
Wiyanto WiyantoState University of Semarang2
Erna Noor SavitriState University of Semarang2
Sajidan SajidanSebelas Maret University1
Ashadi AshadiSebelas Maret University1
P. ParminState University of Semarang1
S. SutiknoState University of Semarang1
Septiko AjiAfiliasi tidak diketahui1
Alfiana Nur Rosita MayantiAfiliasi tidak diketahui1
Luky HidayatAfiliasi tidak diketahui1
Bambang SubaliAfiliasi tidak diketahui1
Dyah Rini IndriyantiAfiliasi tidak diketahui1
Septiko AjiState University of Semarang1
Tiara Dwi WulandariState University of Semarang1
Siti NursulistariState University of Semarang1
Alfiana Nur Rosita MayantiState University of Semarang1
Amnan HarisState University of Semarang1
Kania Okta WijanaputriState University of Semarang1
Lutfia Nur HadiyantiState University of Semarang1
Surtini HadiAfiliasi tidak diketahui1
Ni Luh TirtasariState University of Semarang1
Rizki AmeliaState University of Semarang1
Aya SofiaAfiliasi tidak diketahui1
Nana Kariada Tri MartutiState University of Semarang1
Dewi LarasatiState University of Semarang1
Nurdian SusilowatiState University of Semarang1
Danang Dwi SaputroState University of Semarang1
Sunyoto SunyotoState University of Semarang1
Novi Ratna DewiState University of Semarang1
Prasetyo ListiajiState University of Semarang1
Dewi MustikaningtyasState University of Semarang1
Putri Alifa KholilState University of Semarang1
Cintiya Egi PurwadiState University of Semarang1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/usej/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Exploring Learners’ Concept Understanding of Static Electricity: A Scientific Literacy Case Study in a Malaysian Primary School</dc:title>
	<dc:creator xml:lang="en">Wibowo, Agung</dc:creator>
	<dc:creator xml:lang="en">Fibriana, Fidia</dc:creator>
	<dc:creator xml:lang="en">Binti Asalal, Nurzaimah</dc:creator>
	<dc:subject xml:lang="en">contextual learning</dc:subject>
	<dc:subject xml:lang="en">elementary schools</dc:subject>
	<dc:subject xml:lang="en">science experiments</dc:subject>
	<dc:subject xml:lang="en">scientific literacy</dc:subject>
	<dc:subject xml:lang="en">static electricity</dc:subject>
	<dc:description xml:lang="en">Understanding static electricity can be challenging for elementary students due to its abstract nature. As the ability to explain scientific phenomena is a key indicator of scientific literacy, contextual and interactive learning experiences are essential. This study aimed to explore the level of understanding of the concept based on a case study in a Malaysian primary school. This study investigated the implementation of a guided inquiry-based static electricity experiment and analyzed the scientific literacy outcomes of Grade 3 students in a Malaysian elementary school. Using purposive sampling, 28 students participated in a simple practicum that involved using a ruler and paper pieces, supported by a worksheet and a nine-item Likert-scale questionnaire to assess their scientific literacy. Data analysis confirmed normal distribution, with literacy scores indicating strong performance: 81% in understanding and explaining phenomena, 85% in designing and evaluating scientific inquiry, and 88% in applying scientific information for decision-making. Skewness values of 0.035, -0.836, and -0.917, respectively, suggest consistent data patterns. Despite overall positive results, the lowest score highlights the need to strengthen concept understanding. Findings demonstrate that simple, experiment-based learning can foster cognitive development and scientific literacy, emphasizing the role of teacher guidance in linking everyday experiences to scientific concepts.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/usej/article/view/36016</dc:identifier>
	<dc:identifier>10.15294/usej.v14i3.36016</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 14 No. 3 (2025): December 2025  ; 609-622</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:source>10.15294/usej.v14i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/36016/8215</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Unnes Science Education Journal</dc:rights>
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