Science literacy, critical thinking skill, and motivation: A correlational study
DOI:
https://doi.org/10.22219/jpbi.v6i2.11124Keywords:
critical thinking skills, motivation, science literacyAbstract
Scientific literacy and critical thinking skill are the considerable 21st century competencies must be owned by nowadays students. This study aimed at determining the correlation among three variables i.e. critical thinking skill, motivation, and scientific literacy possessed by high school students. The research used a quantitative approach to explore the correlation among variables observed. The total sample were 124 of X MIPA graders selected using the simple random sampling technique. The data collection was carried out by providing test instruments to measure students’ critical thinking skill, motivation, and scientific literacy. The all variables then were analyzed using multiple linear regression. The results showed that (1) there was a positive correlation between the critical thinking skill and scientific literacy (11.83%), (2) there was no significant correlation between motivation and scientific literacy, and (3) the both predictors (i.e. critical thinking skill and motivation) were able to predict the criterion (scientific literacy) (22.56%). It is suggested to optimize students’ critical thinking skill and motivation to sharpen students’ scientific literacy.
Downloads
References
Anisa. (2017). Hubungan motivasi belajar dengan keterampilan berpikir kritis siswa pada pembelajaran konsep sistem pencernaan menggunakan model pembelajaran experiential learning. Jurnal BioEdUIN, 7(2), 1–13. Retrieved from https://journal.uinsgd.ac.id/index.php/bioeduin/article/view/3148
Bagiarata I. N., K. I. W. & S. I. N. (2018). Komparasi literasi sains antara siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe GI (group investigation) dan model pembelajaran inkuiri terbimbing (guided inquiry) ditinjau dari motivasi berprestasi siswa SMP. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 8(1), 16–25. Retrieved from https://119.252.161.254/e-journal/index.php/jurnal_ipa/article/vie w/2923
Bernard, R. M., Zhang, D., Abrami, P. C., Sicoly, F., Borokhovski, E., & Surkes, M. A. (2008). Exploring the structure of the Watson-Glaser Critical Thinking Appraisal: One scale or many subscales? Thinking Skills and Creativity, 3(1), 15–22. doi: https://doi.org/10.1016/j.tsc.2007.11.001
Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049–1065. doi: https://doi.org/10. 1002/sce.20462
Cahyana, U., Kadir, A., & Gherardini, M. (2017). Relasi kemampuan berpikir kritis dalam kemampuan literasi sains pada siswa kelas IV sekolah dasar. Sekolah Dasar: Kajian Teori dan Praktik Pendidikan, 26(1), 14–22. doi: https://doi.org/10.17977/um009v26i12017p014
Cargas, S., Williams, S., & Rosenberg, M. (2017). An approach to teaching critical thinking across disciplines using performance tasks with a common rubric. Thinking Skills and Creativity, 26, 24–37. doi: https:// doi.org/10.1016/j.tsc.2017.05.005
El Islami, R. A. Z., Nahadi, N., & Permanasari, A. (2015). Hubungan literasi sains dan kepercayaan diri siswa pada konsep asam basa. Jurnal Penelitian dan Pembelajaran IPA, 1(1), 16. doi: https://doi.org/10.30 870/ jppi.v1i1.324
Everaert, P., Opdecam, E., & Maussen, S. (2017). The relationship between motivation, learning approaches, academic performance and time spent. Accounting Education, 26(1), 78–107. doi: https://doi.org/10.1080/09639284.2016.1274911
Firmansyah, F., Komala, R., & Rusdi, R. (2018). Self-efficacy and motivation: Improving biology learning outcomes of senior high school students. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(3), 203–208. doi: https://doi.org/10.22219/jpbi.v4i3.6878
Ghazivakili, Z., Norouzi Nia, R., Panahi, F., Karimi, M., Gholsorkhi, H., & Ahmadi, Z. (2014). The role of critical thinking skills and learning styles of university students in their academic performance. Journal of Advances in Medical Education & Professionalism, 2(3), 95–102. Retrivied from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4235550/
Glaze, A. L. (2018). Teaching and learning science in the 21st century: Challenging critical assumptions in post-secondary science. Education Sciences, 8(1), 1–8. doi: https://doi.org/10.3390/educsci8010012
Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Journal Teachers and Teaching Theory and Practice, 23(1), 25–41. doi: https://doi.org/10.1080/13540602.2016.1203772
Handayani, L. G., Subagia, I. W., & Pujiani, N. M. (2015). Kontribusi factor-faktor yang mempengaruhi literasi sains siswa SMP Negeri Se-Kabupaten Buleleng. Jurnal Penelitian Pascasarjana Undiksa, 5(1), 1679. Retrieved from https://oldpasca.undiksha.ac.id/e-journal/index.php/jurnal_ipa/article/view/1679
Handayani, G., Adisyahputra, A., & Indrayanti, R. (2018). Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers students. Biosfer, 11(1), 22–32. doi: https://doi.org/10.21009/biosferjpb.11-1.3
Hasenbank, J. F. (2006). The effects of a framework for procedural understanding on college algebra student’s procedural skill and understanding. Montana State University, Bozeman. Retrived from https://search.proquest.com/openview/7e1bfe6d6ab0a9701161cb507f1ef37a/1?pq-origsite=gscholar&c bl=18750&diss=y
Holbrook, J., & Rannikmae, M. (2009). The meaning of scientific literacy. International Journal of Environmental & Science Education, 4(3), 275–288. Retrieved from https://files.eric.ed.gov/fulltext/EJ8 84397.pdf
Husamah, & Pantiwati, Y. (2014). Cooperative learning STAD-PjBL: motivation, thinking skills, and learning outcomes of biology department students. International Journal of Education Learning and Development, 2(1), 77–94. Retrieved from https://www.eajournals.org/journals/international-journal-of-education-learning-and-development-ijeld/vol-2-issue-1-march-2014/cooperative-learning-stad-pjbl-moti vation-thinking-skills-learning-outcomes-biology-department-students/
Jariyah, I. A. (2017). The effect of inquiry combined science-technology-society (STS) learning to enhance critical thinking skills on science. JPBI (Jurnal Pendidikan Biologi Indonesia), 3(1), 1-9. doi: https://doi. org/10.22219/jpbi.v3i1.3888
Johari, A., Tom, A. A., Morni, A., & Sahari, S. H. (2013). Students’ reading practices and environments. Indonesian Journal of Applied Linguistics, 3(1), 17. doi: https://doi.org/10.17509/ijal.v3i1.187
Karademir, E., & Ulucinar, U. (2016). Examining the relationship between middle school students’ critical reading skills, science literacy skills and attitudes: A structural equation modeling. Journal of Education in Science, Environment and Health, 3(1), 29–29. doi: https://doi.org/10.21891/jeseh.275669
Karakoç M. (2016). The significance of critical thinking ability in terms of education. International Journal of Humanities and Social Science, 6(7), 81–84. Retrieved from doi: http://www.ijhssnet.com/journals/Vol_6 _No_7_July_2016/10.pdf
Lishinski, A., Yadav, A., Good, J., & Enbody, R. (2016). Learning to program: Gender differences and interactive effects of students’ motivation, goals, and self-efficacy on performance. In Proceedings of the 2016 ACM Conference on International Computing Education Research (pp. 211–220). New York, NY, USA: ACM. doi: https://doi.org/10.1145/2960310.2960329
Lukitasari, M., Hasan, R., & Murtafiah, W. (2019). Using critical analysis to develop metacognitive ability and critical thinking skills in biology. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(1), 151–158. doi: https:// doi.org/10.22219/jpbi.v5i1.7262
Muhammad, S. N., Listiani, L., & Adhani, A. (2018). Hubungan antara literasi sains dan rasa ingin tahu siswa pada materi ekosistem. Natural: Jurnal Ilmiah Pendidikan IPA, 5(2), 112. doi: https://doi.org/10.30738/ natural.v5i2.2935
Mulnix, J. W. (2012). Thinking critically about critical thinking. Educational Philosophy and Theory. doi: https://doi.org/10.1111/j.1469-5812.2010.00673.x
Nurul, Azizah, A., Suryanda, A., & W, R. D. (2018). Hubungan kebiasaan membaca dengan kemampuan literasi sains siswa SMA di Jakarta Timur. Bioma : Jurnal Ilmiah Biologi, 7(2), 161. doi: https://doi.org/ 10.26877/bioma.v7i2.2804
OECD. (2010). PISA 2009 Results: What students know and can do: Student Performance in reading, mathematics and science (Volume 1). Source OECD Education and Skills. doi: https://doi.org/10.1787/ 9789264091450-en
OECD. (2019). PISA 2018 results. OECD Publishing. Retrieved from https://www.oecd.org/pisa/publications/ pisa-2018-results.htm
Purwani, L. D., Sudargo, F., & Surakusumah, W. (2018). Analysis of student’s scientific literacy skills through socioscientific issue’s test on biodiversity topics. Journal of Physics: Conference Series, 1013(1), 12–19. doi: https://doi.org/10.1088/1742-6596/1013/1/012019
Radulović, L., & Stančić, M. (2017). What is needed to develop critical thinking in schools? CEPS Journal : Center for Educational Policy Studies Journal, 7(3), 9–26. Retrieved from https://files.eric.ed.gov/fulltext /EJ1156618.pdf
Rahayu, A. H. (2014). Analisis penyajian panduan pembelajaran literasi sains dalam buku tematik terpadu kelas IV kurikulum 2013. Mimbar Sekolah Dasar, 1(2), 226-233. doi: https://doi.org/10.17509/mimbar-sd.v1i2.887
Rahayuni, G. (2016). Hubungan keterampilan berpikir kritis dan literasi sains pada pembelajaran IPA terpadu dengan model PBM dan STM. Jurnal Penelitian dan Pembelajaran IPA, 2(2), 131–140. doi: https://doi. org/10.30870/jppi.v2i2.926
Saptasari, M., Sunarmi, S., Sulasmi, E. S., Wicaksono, R. S., & Sudrajat, A. K. (2019). Information literacy skill: An alternative to support biology student’s learning outcomes. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(3), 451–458. doi: https://doi.org/10.22219/jpbi.v5i3.8768
Singh, B., Kaur, A., & Brar, K. S. (2017). Information literacy and learning styles: An overview of resource-based studentcentred learning. Journal of Management Research and Analysis, 4(3), 84–86. doi: https://doi.org/10.18231/23942770.2017.0012
Stephen . Robbins, & Judge, T. A. (2012). Organizational behavior. New Jersey: Pearson Education. Retrieved from https://lib.hpu.edu.vn/handle/123456789/32479
Susiani, T. S., Salimi, M., & Hidayah, R. (2018). Research based learning (RBL): How to improve critical thinking skills? In SHS Web of Conferences (Vol. 42, pp. 2–6). doi: https://doi.org/10.1051/ shsconf/ 20184200042
Susiati, A., Adisyahputra, A., & Miarsyah, M. (2018). Correlation of comprehension reading skill and higher-order thinking skill with scientific literacy skill of senior high school biology teacher. Biosfer, 11(1), 1–12. doi: https://doi.org/10.21009/biosferjpb.11-1.1
Suwono, H., Pratiwi, H. E., Susanto, H., & Susilo, H. (2017). Enhancement of students’ biological literacy and critical thinking of biology through socio-biological case-based learning. Jurnal Pendidikan IPA Indonesia, 6(2), 213. doi: https://doi.org/10.15294/jpii.v6i2.9622
Suwono, Hadi, Mahmudah, A., & Maulidiah, L. (2017). Scientific literacy of a third year biology student teachers: exploration study. KnE Social Sciences, 1(3), 269. doi: https://doi.org/10.18502/kss.v1i3.747
Toharudin, U., Hendrawati, S., & Rustaman, A. (2011). Membangun literasi sains peserta didik. Bandung: Humaniora. Retrieved from https://opac.perpusnas.go.id/DetailOpac.aspx?id=630282#
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 1-21. doi: https://doi.org/10.7771/1541-5015.1649
Wahyuni, S., Miarsyah, M., & Adisyahputra, A. (2018). Correlation between achievement motivation and reading comprehension ability through science literacy to high school students. Indonesian Journal of Science and Education, 2(2), 115-124. doi: https://doi.org/10.31002/ijose.v2i2.613
Yuriza, P. E., Adisyahputra, A., & Sigit, D. V. (2018). Correlation between higher-order thinking skills and level of intelligence with scientific literacy on junior high school students. Biosfer, 11(1), 13–21. doi: https://doi.org/10.21009/biosferjpb.11-1.2
Zascavage, V. (2010). Critical thinking skill and the intervention specialist. Journal of Border Educational Research., 8(1), 71–80. Retrieved from https://pdfs.semanticscholar.org/1b07/ab96ee04c675075822f 79ffde0e2a196cbce.pdf?_ga=2.29715450.490005324.1599471017-1801622107.1584710897
Downloads
Published
Issue
Section
License
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.