Table 3 which is relevant to the real situation. Interestingly, students are good enough in applying their content
Related Figures (4)
Table 1 shows the interpretation of science literacy profile calculated from Eq. (2) (Arikunto, 2010). RESULT AND DISCUSSION Science Literacy Profile In accordance with the science literacy result tested at the 5 schools, the knowledge domain profile has been found as listed in Table 2. Figure 1. Experiment set up on the topic of radiation Competence domain category on planning and evaluating research is poor. Whereas, the domain measures the students’ competence on_ research evaluation and making scientific inquiry questions (Gormally, 2009). For example, a teacher is showing a free-falling object onto wheat flour surface. By observing the phenomenon, a student will be asked to make appropriate questions investigating concepts of a free- falling object as well as its reflection. Moreover, the competence is commonly used by researchers to ensure reliabilities, objectivities, standard interpretation of measured-data. In case of radiation concept, students construct the experiment to understand the heat transfer through radiation as shown in Fig. (1). Students afterward evaluate this experiment procedure. afterward evaluate this experiment procedure. Competency domain on interpreting data and scientific evidences is poorly comprehended by students. This competence evaluates students’ ability in analysis, data interpretation, and making a conclusion after a particular problem is provided to students. In this case, data of the energy utilization is given to students, and they have to classify some energy sources into the group of renewable energy as well as the non-renewable energy (Hobson, 2003). On the other hand, students are also asked to make a conclusion based on the graph analysis of matter-absorbed heat towards temperature increase. Epistemic knowledge is related to the students’ knowledge in defining scientific aspect and justifying data scientifically. However, according to the result, the students’ epistemic knowledge is poorly categorized. The result will affect to the students’ weaknesses in arranging scientific reasons such as a deductive reason, an inductive reason, an abductive reason, and an analogical reason. Moreover, students will have difficulties in modeling science phenomena, claiming science scientifically based on the data, and developing novel knowledge scientifically. For instance, the students are rather difficult to determine the quality of thermos bottle as a teacher is providing a graph of temperature change during storing water. students, the lesson plans obtained from some schools According to the lesson plan analyses, the unsurprising results of both knowledge domain and competence domain are influenced by a lesson plan, which has not facilitated science literacy-based science learning yet. Consequently, science literacy activities should be inserted into science learning for both KTSP and K13 curricula in order to directly improve the human quality of
