Scientific Literacy and Numeracy: How is it Perceptions Pre-service Science and Mathematics Teachers? Marhami (a), Isna Rezkia Lukman (b*), Muliani (c)
a) Departement of Mathematics Education, Malikussaleh University, Jl. Cot Teungku Nie, Reuleut, Aceh Utara 24355, Indonesia
b) Departement of Chemistry Education, Malikussaleh University, Jl. Cot Teungku Nie, Reuleut, Aceh Utara 24355, Indonesia
*rezkia.lukman[at]unimal.ac.id
c) Departement of Physics Education, Malikussaleh University, Jl. Cot Teungku Nie, Reuleut, Aceh Utara 24355, Indonesia
Abstract
Scientific literacy and numeracy are very important literacy to be ruled by preservice science and mathematics teachers to face 21st century^s demands. The purpose of this research is to determine the preservice teacher^s perceptions of scientific literacy and numeracy. The method used descriptive quantitative with the survey as the instrument. The research samples used random sampling with 193 preservice teachers of chemistry, physics, and mathematics. The results of this research on the perceptions of scientific literacy obtained four aspects, they are: (1) science knowledge of 90.64%, (2) scientific inquiry of 88.30%, (3) obtaining scientific knowledge of 82.70%., (4) interaction between science technology and society 0f 76%. Meanwhile the results of the perceptions of numeracy on four aspects are: (1) basic knowledge of mathematics of 84.31%, (2) understanding of numeracy of 81.72%, (3) application of mathematical concepts in life of 81.55% , and (4) preservice teacher^s readiness in numeracy of 81.29%. So it can be concluded that preservice teachers thought that scientific literacy and numeracy was needed to be applied in learning and in life.
