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Biology Students' Science Literacy Level on Genetic Concepts

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

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

Abstract

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.

Keywords

Collaboration network of the authors

8 authors · 12 co-authorship links

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  • State University of Medan
  • Affiliation unknown
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Co-authorOrganisationJoint articles
Heny Nurul MufitdahAffiliation unknown1
ErnyAffiliation unknown1
Dita FadhilaAffiliation unknown1
Putri Sion BangunAffiliation unknown1

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 Oct 2026, last seen 1 Nov 2026.
Original metadata (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>
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	<dc:date>2023-03-30</dc:date>
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	<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>
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