Pre-service teachers belief to achieve scientific literacy M Mellyzar (a), H Herizal (b*), N Novita (c)
a) Program Studi Pendidikan Kimia, Universitas Malikussaleh, Jl. Cot Teungku Nie, Reuleut, Aceh Utara 24355, Indonesia
b) Program Studi Pendidikan Matematika, Universitas Malikussaleh, Jl. Cot Teungku Nie, Reuleut, Aceh Utara 24355, Indonesia
c) Program Studi Pendidikan Fisika, Universitas Malikussaleh, Jl. Cot Teungku Nie, Reuleut, Aceh Utara 24355, Indonesia
herizal_mathedu[at]unimal.ac.id
Abstract
A belief in own ability to success in achieving a task is called self-efficacy. This belief is important as a basic to expert in many abilities including scientific literacy ability. As pre-service teachers required to be expert in scientific literacy, they must have good self-efficacy on it. Due to the importance of self-efficacy, a descriptive quantitative research was conducted to describe pre-service teachers^ self-efficacy in scientific literacy. A self-efficacy^s questionnaire that specific to scientific literacy was administered to 145 chemistry and physics pre-service teachers of one of public universities in North Aceh, Aceh, Indonesia. The questionnaire measured four aspects of self-efficacy that consisted of 24 items. The score of pre-service teachers was categorized into five levels and analyzed for each indicator. The result showed that most of pre-service teachers have middle level of self-efficacy in scientific literacy which was 60,7%. For very good and good level, there were 6,2% and 32,4% respectively. In addition to, it was just 0,7% of pre-service teachers that have low self-efficacy. It concluded that pre-service teachers^ self-efficacy in scientific literacy still needs to be improved. One of the ways is through strengthening scientific literacy ability
