Relationship between Scientific Literacy Skills and Students’ Argumentation Skills on Climate Change

DOI

10.2991/978-2-38476-114-2_78How to use a DOI?

Keywords

Science Learning; Scientific Literacy; Argumentation; Correlation

Abstract

This study aims to (1) determine the profile of the scientific literacy skills of seventh-grade students on the theme of climate change, (2) determine the profile of the argumentation skills of seventh-grade students on the theme of climate change, and (3) determine the positive relationship between scientific literacy skills and argumentation skills of seventh-grade students on the theme of climate change. This research is quantitative research using the correlation technique. The sampling technique used in this study was simple random sampling so that 69 students were obtained as samples from all seventh-grade students of one of the junior high schools in Boyolali, Central Java, as the population. The data collection technique used multiple-choice test instruments to measure scientific literacy skills and essay tests to measure argumentation skills. The data analysis technique of this research is descriptive statistical analysis. Based on the data analysis, the results showed that (1) the scientific literacy skills profile of seventh-grade students on the theme of climate change that most stood out was the aspect of evaluating and designing scientific enquiry by 57%, (2) the argumentation skills profile of seventh-grade students on the theme of climate change the most what stands out is the claim aspect of 56%, (3) there is a positive relationship between scientific literacy skills and students’ argumentation skills on the theme of climate change with a correlation value of 0.548. It can be interpreted that students’ scientific literacy skills can be used to determine the level of students’ argumentation skills, which indicates that if the value of scientific literacy skills is high, the value of students’ argumentation skills is also high.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Rinta Yulianti
AU  - Riezky Maya Probosari
AU  - Widha Sunarno
PY  - 2023
DA  - 2023/12/04
TI  - Relationship between Scientific Literacy Skills and Students’ Argumentation Skills on Climate Change
BT  - Proceedings of the 6th International Conference on Learning Innovation and Quality Education (ICLIQE 2022)
PB  - Atlantis Press
SP  - 833
EP  - 844
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-114-2_78
DO  - 10.2991/978-2-38476-114-2_78
ID  - Yulianti2023
ER  -