Inventory of Scientific Literacy Ability of Junior High School Students Based on the Evaluation of PISA Framework Competency Criteria Sakinah Amini(a*), Parlindungan Sinaga(b)
(a*)(b)Departemen Pendidikan Fisika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
This study aims to interpret the inventory of students^ scientific literacy ability. It used systematic review method of Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Descriptive technique based on the percentage of students^ scientific literacy abilities was used to analyse the data. Based on the results of PISA in 2012 and 2015 students^ scientific literacy abilities were in very low level, that is, 41.53%. Specifically, based on the results of the competency aspects of 2012 PISA, the students^ abilities to identify scientific problems and to use scientific evidence were in moderate category, while the students^ abilities to explain the phenomena scientifically were in low category. On the other hand, based on the results of the competency aspects of 2015 and 2018 PISA, the students^ abilities to explain phenomena scientific, to evaluate and design scientifically, and to interpret data and scientific evidence obtained a percentage value of 34.24%, 34.70%, and 40.15% respectively, and all of them were in very low category. The implication of this study is that the students^ overall scientific literacy abilities are still very low. Accordingly, there must be effective measures to improve students^ scientific literacy through a set of learning innovations and strategies.
Keywords: inventory of scientific literacy capability, evaluation of PISA framework criteria
