This
study aims to: 1) develop a valid instrument to measure students' scientific
literacy skills; 2) describe the scientific literacy profile of students; and
3) identify factors affecting students' scientific literacy skills. Scientific
literacy is defined as the ability to understand, apply, and make decisions
based on scientific knowledge, which is increasingly crucial amidst the
complexity of global challenges.
The
research involved the development and validation of instruments to ensure their
reliability in measuring scientific literacy. These findings can serve as a
foundation for developing more effective science learning methods and
supporting the enhancement of scientific literacy among prospective teachers.
The instrument used consists of 18 items designed to assess various aspects of
scientific literacy. The evaluation process involved validation by three field
experts.
Results
showed that 18 items were deemed valid, with a Validity Coefficient Index (CVI)
of 1, while four items required revision. Reliability testing using Cronbach’s
Alpha yielded a score of 0.945, indicating excellent internal consistency. The
two-parameter Item Response Theory (IRT) analysis revealed that most questions
have adequate discrimination power and moderate difficulty levels, although
some items need improvement. Measurement results indicate that 54% of students
fall into the low category, while 46% are in the high category of scientific
literacy. The study also explores the influence of the education system and
motivation on scientific literacy, with both factors contributing significantly
to 51.9% of the variance. Motivation showed a greater influence than the
education system. This research highlights the need for curriculum adjustments
and interactive learning methods to enhance scientific literacy. Problem-based
or project-based approaches are recommended to bridge theory with real-world
applications. These findings are crucial for educational policy development
supporting 21st-century competencies, providing strategic insights for
improving science education quality in higher education, particularly for
prospective elementary school teachers.
