THE PROFILE OF STUDENS' SCIENTIFIC ATTITUDE AND SCIENTIFIC LITERACY IN LEARNING BIOTECHNOLOGY

• Main Author: Mia Wulansani, - (Author)
• Format: Book
• Published: 2021-07-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/63961/7/S_IPSE_1704771_Title.pdf; http://repository.upi.edu/63961/2/S_IPSE_1704771_Chapter1.pdf; http://repository.upi.edu/63961/3/S_IPSE_1704771_Chapter2.pdf; http://repository.upi.edu/63961/4/S_IPSE_1704771_Chapter3.pdf; http://repository.upi.edu/63961/5/S_IPSE_1704771_Chapter4.pdf; http://repository.upi.edu/63961/6/S_IPSE_1704771_Chapter5.pdf; http://repository.upi.edu/63961/1/S_IPSE_1704771_Appendix.pdf
• Keywords: L Education (General); Q Science (General); ZA Information resources

Literasi sains tampaknya menjadi penting di abad kedua puluh satu karena dapat membantu dalam pengembangan warga negara yang bertanggung jawab yang sepenuhnya sadar dan terlibat aktif dalam isu-isu dunia. Dalam pembelajaran abad 21, pendidikan tidak hanya menitikberatkan pada pemahaman siswa tetapi juga menitikberatkan pada sikap siswa. Menilai sikap ilmiah sebagai dimensi afektif lebih sulit daripada kognitif dan psikomotor. Tujuan penelitian ini adalah untuk mengetahui profil sikap ilmiah dan literasi sains siswa SMP pada materi bioteknologi serta perbedaan sikap ilmiah dan literasi sains siswa berdasarkan sekolah dan jenis kelamin. Metode non-eksperimental dengan desain survei digunakan. Metode pengambilan sampel adalah stratified random sampling, dengan jumlah partisipan sebanyak 171 siswa kelas IX SMP yang berasal dari dua sekolah negeri di Kota Kuningan dan satu sekolah swasta di Kota Bandung. Instrumen yang dikembangkan dan digunakan dalam penelitian ini berupa angket online yang terdiri dari 43 pernyataan dan 25 soal pilihan ganda sederhana bahasa Indonesia. Dimensi sikap ilmiah, seperti rasa ingin tahu, objektivitas, berpikir kritis, berpikiran terbuka, dan ketekunan terlibat dalam penelitian ini. Aspek literasi sains, seperti Kompetensi Ilmiah, Pengetahuan Ilmiah, dan Sikap terhadap Sains tercakup dalam tes tersebut. Hasil penelitian menunjukkan tidak ada signifikansi ilmiah siswa berdasarkan sekolah dan jenis kelamin. Sedangkan literasi sains siswa menunjukkan ada perbedaan yang signifikan berdasarkan tipe sekolah. Akibatnya, karena sikap ilmiah dan literasi adalah hasil belajar yang paling penting dari studi sains, mereka harus dibentuk dan dilatih sejak usia sekolah. Scientific literacy appears to become crucial in the 21st century since it can aid in developing responsible citizens who are fully aware and actively involved in world issues. In 21st century learning, education focuses not only on student understanding but also on student attitudes. Assessing scientific attitude as an affective dimension is more difficult than the cognitive and psychomotor. The purpose of this research is to profile the scientific attitude and scientific literacy of junior high school students in learning biotechnology and the difference between students' scientific attitude and scientific literacy based on school and gender. The non-experimental method with survey design was employed. The sampling method was stratified random sampling, with total of participants were 171 ninth grade junior high school students who came from two public schools in Kuningan City and one private school in Bandung City. The instrument developed and used in this research was an online questionnaire consisting of 43 statements and 25 simple multiple-choice questions in Bahasa. Scientific attitudes dimensions include curiosity, objectivity, critical thinking, open-mindedness, and perseverance involved in this research. Scientific literacy aspects, such as Scientific Competencies, Scientific Knowledge, and Attitudes toward Science were covered in the test. The results showed there is no significance of students' scientific based on school and gender. While the students scientific literacy showed there is a significance difference based on school type. As a result, since scientific attitudes and literacy are the most essential learning outcomes of science study, they must be formed and trained beginning in school age.