Analisis Literasi Sains dan Sikap Siswa pada Materi Energi Terbarukan di SMK Kabupaten Jember

Abstract

This study aims to analyze the level of scientific literacy and students' attitudes toward physics on the topic of renewable energy in vocational high schools (SMK) in Jember Regency. The study is motivated by the importance of scientific literacy and positive attitudes toward physics as essential provisions for students in facing scientific and technological advancements, as well as sustainable energy issues. This study employed a quantitative approach with a cross-sectional survey design. The research population consisted of tenth-grade students at SMKN 2 Jember, SMKN 5 Jember, and SMK Nuris Jember. The research sample was determined using a simple random sampling technique, obtaining 201 respondents for the scientific literacy test and 190 respondents for the attitude toward physics questionnaire. The research instruments included a two-tier multiple-choice scientific literacy test measuring content, procedural, and epistemic knowledge aspects, as well as an attitude toward physics questionnaire adapted from the Colorado Learning Attitudes about Science Survey (CLASS). Data were analyzed using descriptive statistics in the form of percentages. The results showed that the average scientific literacy of students reached 76.7%, which falls into the high category. The content knowledge aspect obtained the highest percentage at 81.90%, followed by epistemic knowledge at 76.61%, while procedural knowledge obtained the lowest percentage at 72.88%. Meanwhile, the average score of students' attitudes toward physics was 55.9%, categorized as fair. The attitude indicator with the highest percentage was Personal Interest at 59.8%, while the lowest was Conceptual Understanding at 52.7%. The findings indicate that although students' scientific literacy is in the high category, their attitude toward physics still needs improvement. Therefore, more contextual, inquiry-based, and problem-solving-oriented learning strategies are required to enhance scientific literacy while simultaneously shaping students' scientific attitudes toward physics, particularly on renewable energy topics.