scholarly journals Analysis of the Science Assessment Items Using Scientific Literacy Competencies

2021 ◽  
Vol 2 (1) ◽  
pp. 39
Author(s):  
Saiful Millah ◽  
Bibin Rubini ◽  
Indarini Dwi Pursitasari
2022 ◽  
Vol 6 ◽  
Author(s):  
Anders Hofverberg ◽  
Hanna Eklöf ◽  
Maria Lindfors

Each time new PISA results are presented, they gain a lot of attention. However, there are many factors that lie behind the results, and they get less attention. In this study, we take a person-centered approach and focus on students’ motivation and beliefs, and how these predict students’ effort and performance on the PISA 2015 assessment of scientific literacy. Moreover, we use both subjective (self-report) and objective (time-based) measures of effort, which allows us to compare these different types of measures. Latent profile analysis was used to group students in profiles based on their instrumental motivation, enjoyment, interest, self-efficacy, and epistemic beliefs (all with regard to science). A solution with four profiles proved to be best. When comparing the effort and performance of these four profiles, we saw several significant differences, but many of these differences disappeared when we added gender and the PISA index of economic, social, and cultural status (ESCS) as control variables. The main difference between the profiles, after adding control variables, was that the students in the profile with most positive motivation and sophisticated epistemic beliefs performed best and put in the most effort. Students in the profile with unsophisticated epistemic beliefs and low intrinsic values (enjoyment and interest) were most likely to be classified as low-effort responders. We conclude that strong motivation and sophisticated epistemic beliefs are important for both the effort students put into the PISA assessment and their performance, but also that ESCS had an unexpectedly large impact on the results.


1994 ◽  
Author(s):  
L. Freeman ◽  
Kevin Whitaker ◽  
Dennis Sunal ◽  
Linda Ewing ◽  
David Hedgepeth

2017 ◽  
Vol 3 (2) ◽  
pp. 84 ◽  
Author(s):  
Asep Saefullah ◽  
Udi Samanhudi ◽  
Lukman Nulhakim ◽  
Liska Berlian ◽  
Aditya Rakhmawan ◽  
...  

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  

The Relation of Scientific Literacy Competencies and Logical Intelligence


2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Matahari

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: ingenious acumen, fervent desire, patience, sufficent sustenance, guidance of a teacher, and length of time. In other side, Paul Stoltz in his book Adversity Quotient: Turning Obstacles Into Opportunities coined adversity quotient term as a score that measures the ability of a person to deal with adversities in his or her life. Hence, adversity quotient is commonly known as the science of patience. Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first adversity quotient was measured with Adversity Response Profile (ARP) includes four dimensions that are characterized as control, ownership, reach, and endurance. Second, scientific literacy was tested with Scientific Literacy Test (SLT) that focused on three competencies. Third, we used Pearson r to elaborate correlation of scientific literacy with adversity quotient. The participants of the study were 50 students in Kabupaten Kudus choosen by purposive sampling technique. The findings suggest that it is important to facilitate students’ adversity quotient to guide them on achieving scientific literacy.


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