Profile of Science Literacy Ability and Science Learning Outcomes of Riyadul Mubarok Integrated High School Students

Eduvest – Journal of Universal Studies Volume 5, Number 2, February, 2025 p- ISSN 2775-3735- e-ISSN 2775-3727 PROFILE OF SCIENCE LITERACY ABILITY AND SCIENCE LEARNING OUTCOMES OF RIYADUL MUBAROK INTEGRATED HIGH SCHOOL STUDENTS Maya Ainul Quroh, Siti Patonah, Ari Susatyo Nugroho, M. Syaipul Hayat Universitas PGRI Semarang, Indonesia Email: ABSTRACT Indonesia's scientific literacy is in 70th position out of 78 countries based on PISA 2018. This research aims to determine (1) the scientific literacy abilities of Riyadul Mubarok Integrated High School students in class X on renewable energy material using PISA test questions; and (2) Learning outcomes of Riyadul Mubarok Integrated High School students on renewable energy material. The selected sample was 20 class X students using purposive sampling technique. This type of research is descriptive qualitative using daily values on renewable energy material for learning outcomes and PISA test questions totaling 6 essay questions. This research shows that the learning outcomes of Riyadul Mubarok Integrated High School students are in the medium category with an average score of 77.95, which is slightly above the KKM. Meanwhile, the results of scientific literacy on the three indicators show (1) the average value of scientific literacy ability on the indicator of identifying scientific problems is 40, which means that students' scientific literacy ability is in the low category. (2) the results of scientific literacy skills in the indicator explaining scientific phenomena are in the medium category with an average score of 62. (3) the results of scientific literacy skills in the category of using scientific evidence are in the low category with an average score of 37. Literacy scores Overall student science is 55 which is included in the medium category, this is in accordance with the results of the scientific literacy test conducted by PISA in 2018. KEYWORDS scientific literacy, learning outcomes, renewable energi This work is licensed under a Creative Commons AttributionShareAlike 4.0 International INTRODUCTION Physics plays a very important role in the development of science and technology (Ramadani, et.al, 2020; Sari, et.al, 2022). In an increasingly modern era, the development of science and technology is growing very rapidly (Noperman, 2020; Asry, 2020; Handayana, et.al, 2019) so students must be ready to compete on the international stage. The importance of students' understanding of science must be developed with science learning that supports students to increase students' How to cite: E-ISSN: Quroh M.A et all. (2025). Profile of Science Literacy Ability and Science Learning Outcomes of Riyadul Mubarok Integrated High School Students. 5(2), 3164-3178 2775-3727 Eduvest – Journal of Universal Studies Volume 5, Number 2, February, 2025 knowledge and understanding of scientific concepts (Widiadnyana, et.al, 2014; Prastiwi, et.al, 2018). Fundamental science learning is certainly not just about remembering (Nofiana, 2017; Sholeha, 2019) and understanding the concepts discovered by scientists. Science learning emphasizes students' direct experience so that students can better understand the surrounding environment (Mulyawati, 2019; Izudin, 2019). The aim of science learning is to increase students' understanding of scientific literacy (Zahro, et.al, 2019; Juniati, et.al, 2020) which can improve students' ability to understand science by looking at the content, process and broader context. The relationship between science learning and scientific literacy can be seen in two ways, namely (1) science learning makes scientific literacy clearer in general, (2) science learning helps science become more valuable (Situmorang, 2016). Science learning becomes more meaningful if students master scientific literacy (Perwitasari & Linuwih, 2016). As times and learning processes in Indonesia develop, scientific literacy is chosen as the main goal of science education (Setiawan et.al, 2017; Prasetyo, 2017). This is based on the importance of literacy skills as indigenous people, citizens and even world citizens (Rohim, 2017; Azizah, 2021). Scientific literacy is a complex process (Syofyan et.al, 2020; Dianti, et.al, 2023) because it is related to the ability to analyze scientific issues that exist in society (Aan, et.al, 2017). Scientific literacy is an understanding of the concepts and processes (Narut, 2019; Dewantari et.al, 2020) of science, understanding scientific facts and the relationship between science, technology and the surrounding environment. The definition of scientific literacy can be interpreted as a form of understanding of scientific principles (Saadah, 2020) and the ability to solve problems in everyday life based on scientific concepts (Murtikasari, 2024). According to Sulistiawati (2015) and Rohmah et al. (2021), a person's response to PISA exam questions can reveal their level of scientific understanding. The Program for International Student Assessment (PISA) was developed by the Organization for Economic Co-operation and Development (OECD) with the aim of evaluating the education systems of its member countries. Every three years, fifteen-year-old students from randomly selected schools around the world take reading, math, and science tests. These test findings provide a general idea of how well students understand the fundamental ideas in this subject. Indonesia consistently scores poorly in PISA when compared with other Asian countries in terms of scientific literacy (OECD, 2013). For example, Indonesian students had scientific literacy scores of 393, 395, and 395 in the PISA surveys conducted in 2000, 2003, and 2006, respectively (Winata et al., 2018). According to Winata et al. (2018), Indonesia's scientific literacy score fell slightly to 383 in 2009, and was ranked 57th out of 65 countries. This score fell again to 382 in 2012, placing Indonesia in 63rd place out of 64 participating countries (OECD, 2013). A study that offers a summary of students' scientific understanding besides PISA is the Trends in International Mathematics and Science Study (TIMSS) which is carried out every four years. According to this poll, Indonesia was ranked 35th out of 49 countries in 2007; however, in 2011, the country dropped to 40th out of 42 countries (Buckley, 2012). Indonesia is now ranked 70th out of 78 countries participating in the 2018 PISA study, which shows that this country's scientific literacy is declining (OECD, 3165 http://eduvest.greenvest.co.id Eduvest – Journal of Universal Studies Volume 5, Number 2, February, 2025 2019). This shows that there is still much to be done to help Indonesian students understand science, despite efforts to improve the quality of education. The results of the PISA scientific literacy test show differences in performance between participating countries. In Toharudin's research cited in Erni's (2019) paper, male students generally showed a slight advantage over female stude (...truncated)