An Analysis of Students' Scientific Literacy Skills in State Senior High Schools throughout Central Tapanuli District

摘要

This study was conducted for students in State High Schools throughout Central Tapanuli District with the aims were to find out: (1) the students' scientific literacy skills; (2) the correlation between the parents' formal educational background and students' scientific literacy skills; (3) the correlation between the science learning intensity and students' scientific literacy skills; and (4) the correlation between the science learning processes in schools and students' scientific literacy skills. The population were all students of XI-Science Program in State Senior High Schools throughout Central Tapanuli District with the sample was taken randomly with 256 students. This type of research was descriptive correlative research. The research instruments were tests of students' scientific literacy skills, and questionnaires of students' scientific literacy factors, namely: the parents' formal educational background, the learning science intensity, and the students' science learning processes. Data analysis techniques used in this study included descriptive analysis and correlative analysis using multiple regression analysis at a significant level a = 0.05. The results showed that: (1) the students' scientific literacy skills of XI-Science Program in State Senior High Schools throughout Central Tapanuli District belong to the poor category; (2) there was a significant corelation between the parents' formal educational background and students' scientific literacy skills throughout Central Tapanuli District (t_(count) = 2.603; P = 0.010); (3) there was a significant correlation between the learning science intensity and students' scientific literacy skills throughout Central Tapanuli District (t_(count) = 4.083; P = 0,000); and (4) there was a significant correlation between the science learning processes and students' scientific literacy skills throughout Central Tapanuli District (t_(count) = 12,644; P = 0,000). The results of this study implied that the role and parents' educational backgrounds, science learning intensity, and scientific literacy-based students' learning process in schools had a significant correlation and influence that could improve students scientific literacy skills.