Profile Analysis of Scientific Literacy Skills in Terms of Competencies, Knowledge, and Attitudes
DOI:
10.29303/jppipa.v11i6.11580Published:
2025-06-25Issue:
Vol. 11 No. 6 (2025): JuneKeywords:
attitudes, competencies, knowledge, scientific literacy skillsResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
The study aims to describe scientific literacy skills in terms of competencies, knowledge, and attitudes. This is a descriptive quantitative study using a scientific literacy skills questionnaire with three components, using a five-point Likert scale that has undergone validity and reliability testing and has been declared valid and reliable. Data were collected from 165 subjects and analyzed descriptively for interpretation and categorization. The results indicate that scientific literacy skills in terms of competencies fall within the moderate category (74.15%), knowledge in the moderate category (73.97%), and attitudes in the high category (78.22%). The study concludes that the highest level of science literacy is in terms of attitude, while the lowest level is in terms of knowledge. Consequently, the implications for educators are suggested in developing students' science literacy knowledge through learning resources that are integrated with scientific reading materials.
References
Agustya, N. E., & Jauhariyah, M. N. R. (2023). Analysis of the Science Literacy Competency Profile of High School Students on Limited Energy Sources. Kappa Journal, 7(3), 363–367. https://doi.org/10.29408/kpj.v7i3.23212
Almeida, B., Santos, M., & Justi, R. (2023). Aspects and Abilities of Science Literacy in the Context of Nature of Science Teaching. Science & Education, 32(3), 567–587. https://doi.org/10.1007/s11191-022-00324-4
Amini, S., & Sinaga, P. (2021). Inventory of scientific literacy ability of junior high school students based on the evaluation of PISA framework competency criteria. Journal of Physics: Conference Series, 1806(1), 1–7. https://doi.org/10.1088/1742-6596/1806/1/012017
Ashari, S. E., Rachmadiarti, F., & Herdyastuti, N. (2023). Analysis of the science literacy profile of students at state junior high school. IJORER: International Journal of Recent Educational Research, 4(6), 889–898. https://doi.org/10.46245/ijorer.v4i6.340
Asiyah, A., Febrini, D., Topano, A., Mustamin, A. A., & Hakim, M. A. R. (2024). Measuring the impact of Islamic values-based scientific literacy on scientific competency of madrasah teachers. International Journal of Learning, Teaching and Educational Research, 23(4), 476–496. https://doi.org/10.26803/ijlter.23.4.25
Bag, S., Gupta, S., Kumar, A., & Sivarajah, U. (2021). An integrated artificial intelligence framework for knowledge creation and B2B marketing rational decision making for improving firm performance. Industrial Marketing Management, 92, 178–189. https://doi.org/10.1016/j.indmarman.2020.12.001
Bakar, M. R. A., Halim, L., & Arsad, N. M. (2023). Factor influencing students’ scientific literacy: An exploratory factor analysis. International Journal of Academic Research in Business and Social Sciences, 13(12), 5844–5863. https://doi.org/10.6007/IJARBSS/v13-i12/20393
Barillas, M. R. M. (2024). Midiendo la realidad: El papel de las variables en la investigación científica. Revista Docencia Universitaria, 5(2), 51–68. https://doi.org/10.46954/revistadusac.v5i2.79
Beaver, B. C., Navy, S. L., & Heisler, J. L. (2024). An Analysis of K–12 Climate Change Science Standards in the United States. Weather, Climate, and Society, 16(3), 431–439. https://doi.org/10.1175/WCAS-D-23-0113.1
Brundage, M. J., Maries, A., & Singh, C. (2023). Using the Energy and Momentum Conceptual Survey to investigate progression in student understanding from introductory to advanced levels. Physical Review Physics Education Research, 19(2), 20132. https://doi.org/10.1103/PhysRevPhysEducRes.19.020132
Calvani, A., Leone, M., & Torre, M. (2024). Misconoscenze di fisica nella scuola del primo ciclo: un questionario didattico. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 0(29), 21–41. https://doi.org/10.7358/ecps-2024-029-calv
Campos, J. J., & Pfister, N. T. (2023). Chapter 3 - Scientific method. In Handbook for Designing and Conducting Clinical and Translational Research (pp. 11–14). Academic Press. https://doi.org/10.1016/B978-0-323-88423-5.00016-9
Chen, Y.-C., & Jordan, M. (2024). Student Uncertainty as a Pedagogical Resource (SUPeR) approach for developing a new era of science literacy: practicing and thinking like a scientist. Science Activities, 61(1), 1–15. https://doi.org/10.1080/00368121.2023.2281694
Chen, Y.-C., Park, J., & Rapkiewcz, J. G. (2024). Using Student Uncertainty as a Pedagogical Resource (SUPeR) Approach to Support Students’ Productive Struggle in the Biology Classroom. The American Biology Teacher, 86(8), 485–495. https://doi.org/10.1525/abt.2024.86.8.485
Coppi, M., Fialho, I., & Cid, M. (2023). Developing a Scientific Literacy Assessment Instrument for Portuguese 3rd Cycle Students. Education Sciences, 13(9). https://doi.org/10.3390/educsci13090941
Delugas, E., Florio, M., Giffoni, F., Gutleber, J., & Secci, L. (2025). Awareness and Attitudes Towards Science. The Case of CERN BT - The Economics of Big Science 2.0: Essays by Leading Scientists and Policymakers (pp. 101–107). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-60931-2_8
Fadlilah, D. R., Maulida, L., & Herlanti, Y. (2024). Factors affecting the science literacy skills of senior high school and Islamic senior high school students in Banjarmasin City, Indonesia. AIP Conference Proceedings, 3058(1), 40023. https://doi.org/10.1063/5.0200988
Fishman, J., Yang, C., & Mandell, D. (2021). Attitude theory and measurement in implementation science: a secondary review of empirical studies and opportunities for advancement. Implementation Science, 16(1), 1–11. https://doi.org/10.1186/s13012-021-01153-9
Gladwin, D., & Ellis, N. (2024). Systems beings: Educating for a complex world. Educational Philosophy and Theory, 56(7), 683–695. https://doi.org/10.1080/00131857.2024.2320185
Grinnell, F. (2019). The Scientific Attitude. Routledge. https://doi.org/10.4324/9780429314452
Guerra-Reyes, F., Guerra-Dávila, E., Naranjo-Toro, M., Basantes-Andrade, A., & Guevara-Betancourt, S. (2024). Misconceptions in the Learning of Natural Sciences: A Systematic Review. In Education Sciences (Vol. 14, Issue 5, p. 497). https://doi.org/10.3390/educsci14050497
Gupta, M. S., Samrutwar, A. M., Rahandale, A. M., & Edlabadkar, A. A. (2024). The Influence of Environmental Education on College Students’ behavioural Attitudes towards Sustainability. Journal of Learning and Educational Policy, 4(06), 48–58. https://doi.org/10.55529/jlep.46.48.58
Hakim, H., & Endangsih, T. (2023). The Influence of student understanding and concern for the environment on sustainable campus in the UI GreenMetric Ranking. E3S Web Conf., 450, 1–13. https://doi.org/10.1051/e3sconf/202345001002
Hariyadi, S., Rofi’i, A., Santosa, T. A., Taqiyuddin, & Sakti, B. P. (2023). Effectiveness of STEM-Based Mind Mapping Learning Model to Improve Students’ Science Literacy in the Era of Revolution 4.0. Jurnal Penelitian Pendidikan IPA, 9(10), 791–799. https://doi.org/10.29303/jppipa.v9i10.5125
Härtel, T., Randler, C., & Baur, A. (2023). Using Species Knowledge to Promote Pro-Environmental Attitudes? The Association among Species Knowledge, Environmental System Knowledge and Attitude towards the Environment in Secondary School Students. Animals, 13(6), 1–18. https://doi.org/10.3390/ani13060972
Holt, E. A., Jessica, D., Ryan, D., & and Hinerman, K. (2024). Development of the inventory of biotic climate literacy (IBCL). Environmental Education Research, 30(12), 2210–2227. https://doi.org/10.1080/13504622.2024.2314047
Hunaepi, H., Ikhsan, M., Suwono, H., & Sulisetijono, S. (2021). Curiosity in Learning Biology: Literature Review. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 9(2), 343–353. https://doi.org/10.33394/j-ps.v9i2.4272
Ifdaniyah, N., & Sukmawati, W. (2024). Analysis of Changes in Students’ Science Literacy Ability in Class V Elementary School Science Learning Using the RADEC Model. Jurnal Penelitian Pendidikan IPA, 10(2), 681–688. https://doi.org/10.29303/jppipa.v10i2.3952
Indasa, N., & Jauhariyah, M. N. R. (2024). Analysis of the Science Literacy Competency Profile of High School Students on Sound Wave Material. Phi: Jurnal Pendidikan Fisika Dan Terapan, 10(2), 52–59. https://doi.org/10.22373/p-jpft.v10i2.24900
Islamiyah, E. F. N., Dewanti, B. A., & Santoso, A. (2024). Development of Science Literacy Assessment Instruments in Science Learning Using Contextual Learning Models for Junior High School. Quantum: Jurnal Inovasi Pendidikan Sains, 15(1), 75–89. https://doi.org/10.20527/quantum.v15i1.17255
Jannah, A. M., Suwono, H., & Tenzer, A. (2020). Profile and factors affecting students’ scientific literacy of senior high schools. AIP Conference Proceedings, 2215(1), 70021. https://doi.org/10.1063/5.0000568
Kilag, O. K., Lisao, C., Lastimoso, J., Villa, F. L., & Miñoza, C. A. (2023). Bildung-oriented science education: A critical review of different visions of scientific literacy. Excellencia: International Multi-Disciplinary Journal of Education, 1(4), 115–127. https://doi.org/10.5281/zenodo.11120847
Kipper, L. M., Iepsen, S., Dal Forno, A. J., Frozza, R., Furstenau, L., Agnes, J., & Cossul, D. (2021). Scientific mapping to identify competencies required by industry 4.0. Technology in Society, 64, 101454. https://doi.org/10.1016/j.techsoc.2020.101454
Kodikara, K., Thilanka, S., Pavithra, G., & Premaratna, R. (2024). Challenges in Learning Procedural Skills: Student Perspectives and Lessons Learned for Curricular Design. Teaching and Learning in Medicine, 36(4), 435–453. https://doi.org/10.1080/10401334.2023.2226633
Kranz, J., Armin, B., & Möller, A. (2023). Learners’ challenges in understanding and performing experiments: a systematic review of the literature. Studies in Science Education, 59(2), 321–367. https://doi.org/10.1080/03057267.2022.2138151
Lee, H.-S., Gweon, G.-H., Webb, A., Damelin, D., & Dorsey, C. (2024). Measuring epistemic knowledge development related to scientific experimentation practice: A construct modeling approach. Science Education, 108(2), 383–411. https://doi.org/10.1002/sce.21836
Lieskovský, J., & Sunyík, V. (2022). How to enhance scientific literacy? Review of interventions focused on improving high school students’ scientific reasoning skills and attitudes toward science. Československá Psychologie, 66(1), 30–45. https://doi.org/10.51561/cspsych.66.1.30
Liu, G. (2023). Knowledge, foundations, and discourse: Philosophical support for service-learning. In Beyond the Tower (pp. 11–33). Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781003443261-3/knowledge-foundations-discourse-goodwin-liu
Mao, P., Cai, Z., He, J., Chen, X., & Fan, X. (2021). The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis. Frontiers in Psychology, 12(December), 1–12. https://doi.org/10.3389/fpsyg.2021.784068
Mayasari, A., & Usmeldi. (2023). Factors Affecting Junior High School Students’ Scientific Literacy: An Empirical Study. Jurnal Penelitian Pendidikan IPA, 9(10), 8341–8350. https://doi.org/10.29303/jppipa.v9i10.5377
McIntosh, E., & Johnston, M. (2024). Chapter 15: Teaching science epistemology (pp. 206–227). Edward Elgar Publishing. https://doi.org/10.4337/9781802208542.00022
Miller, J. D., Elattar, O., & Bach, V. N. (2023). Chapter 3 - Scientific method. In Handbook for Designing and Conducting Clinical and Translational Research (pp. 9–13). Academic Press. https://doi.org/10.1016/B978-0-323-91259-4.00098-9
Mohamad, S. L. (2024). Learning Environment and Academic Engagement in Science of Junior High School Students. International Journal of Research Publications, 141(1), 233–240. https://doi.org/10.47119/ijrp1001411120246031
Mr, R., & Gangrade, J. (2024). The Influence of Scientific Attitude on Academic Achievement among Secondary School Students. International Journal For Multidisciplinary Research, 6(3), 1–4. https://doi.org/10.36948/ijfmr.2024.v06i03.20725
Mustofa, A., & Sueb, S. (2023). Analysis of environmental literacy and awareness to maintain environmental sustainability. Edubiotik : Jurnal Pendidikan, Biologi Dan Terapan, 8(01), 50–61. https://doi.org/10.33503/ebio.v8i01.2528
Mustofa, H. A., Sandanadas, E., Mohtar, L. E., & Faresta, R. A. (2024). Identifying Student Prior-Knowledge and Conceptual Changes Profile on Newton Law Using by using POE (Predict, Observe, and Explain) as Probing Understanding Strategy. Journal of Science and Mathematics Letters, 12(1), 80–91. https://doi.org/10.37134/jsml.vol12.1.10.2024
Nasution, R. M., & Chastanti, I. (2023). The analysis of scientific literacy skills in grade VII students in learning science biology. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan, 5(3), 334–340. https://doi.org/10.20527/bino.v5i3.16096
Noris, M., Jannah, M., Suyitno, M., & Rizal, S. U. (2024). Analysis of Students’ Critical Thinking Ability Profile Using HOTS-Based Questions. Jurnal Penelitian Pendidikan IPA, 10(2), 530–538. https://doi.org/10.29303/jppipa.v10i2.5435
Nugraha, M. G. (2023). Scientific Approach to Enhance Scientific Literacy of Junior High School Students: Domain of Competence. Indonesian Journal of Educational Research and Technology, 3(2), 111–118. https://doi.org/10.17509/ijert.v3i2.49177
Osborne, J., & Allchin, D. (2024). Science literacy in the twenty-first century: informed trust and the competent outsider. International Journal of Science Education, 1–22. https://doi.org/10.1080/09500693.2024.2331980
Pedersen, A. P., Kellen, D., Mayo-Wilson, C., Davis-Stober, C. P., Dunn, J. C., Khan, M. A., Stinchcombe, M. B., Kalish, M. L., Tentori, K., & Haaf, J. (2025). Discourse on measurement. Proceedings of the National Academy of Sciences, 122(5), e2401229121. https://doi.org/10.1073/pnas.2401229121
Peni, N., Priska, M., & Wao, Y. P. (2022). Students Scientific Literacy Profile of Mathematics Education Study Program in Chemistry Subjects. Jurnal Penelitian Pendidikan IPA, 8(6), 3050–3054. https://doi.org/10.29303/jppipa.v8i6.2295
Ponsiglione, A. M., Amato, F., Cozzolino, S., Russo, G., Romano, M., & Improta, G. (2022). A Hybrid Analytic Hierarchy Process and Likert Scale Approach for the Quality Assessment of Medical Education Programs. Mathematics, 10(9). https://doi.org/10.3390/math10091426
Putri, A. S., Prasetyo, Z. K., Purwastuti, L. A., & Purnama, A. Y. (2025). The effectiveness of green technology-based STEAM projects to improve scientific literacy. Revista Mexicana de Física E, 22(June), 1–10. https://doi.org/10.31349/RevMexFisE.22.010215
Ramulumo, M., & Shabalala, N. P. (2024). Comparing Environmental Literacy in Stem and Non-Stem Preschools: Evaluating the Impact on Young Children’s Understanding and Attitudes. International Journal of Early Childhood (IJEC). https://doi.org/10.1007/s13158-024-00405-1
Redman, A., Wiek, A., & Barth, M. (2021). Current practice of assessing students’ sustainability competencies: a review of tools. Sustainability Science, 16(1), 117–135. https://doi.org/10.1007/s11625-020-00855-1
Rophi, A. H., Megawati, R., Aiboy, Y. T., Citraningrum, M., & Raunsay, E. K. (2024). Analysis of Science Process Skills of Junior High School Students. Jurnal Penelitian Pendidikan IPA, 10(5), 2294–2299. https://doi.org/10.29303/jppipa.v10i5.7194
Salmento, H., & Murtonen, M. (2019). The Roles of Epistemic Understanding and Research Skills in Students’ Views of Scientific Thinking BT - Redefining Scientific Thinking for Higher Education: Higher-Order Thinking, Evidence-Based Reasoning and Research Skills (M. Murtonen & K. Balloo (eds.); pp. 31–57). Springer International Publishing. https://doi.org/10.1007/978-3-030-24215-2_2
Sartika, D., Nurlina, Mutmainna, Aris, N. A., & Musliana. (2023). The scientific literacy profile of senior high school student based on science competence dimension. AIP Conference Proceedings, 2619(1), 100013. https://doi.org/10.1063/5.0122563
Schweizer, K. W. (2023). The Scientific Attitude: Defending Science from Denial, Fraud and Pseudoscience. The European Legacy, 28(1), 117–120. https://doi.org/10.1080/10848770.2022.2110367
Seema, P. V. (2024). Developing Scientific Literacy to Promote 21st Century Skills. Journal on School Educational Technology, 20(1), 1–4. https://doi.org/10.26634/jsch.20.1.21018
Sholikah, L., & Pertiwi, F. N. (2021). Analysis of Science Literacy Ability of Junior High School Students Based on Programme for International Student Assessement (PISA). INSECTA: Integrative Science Education and Teaching Activity Journal, 2(1), 95–104. https://doi.org/10.21154/insecta.v2i1.2922
Sturgis, P., Brunton-Smith, I., Allum, N., & Fuglsang, S. (2024). Testing the cultural-invariance hypothesis: A global analysis of the relationship between scientific knowledge and attitudes to science. PLOS ONE, 19(2), e0296860. https://doi.org/10.1371/journal.pone.0296860
Sukmawati, W., Sari, P. M., & Yatri, I. (2022). Online Application of Science Practicum Video Based on Local Wisdom to Improve Student’s Science Literacy. Jurnal Penelitian Pendidikan IPA, 8(4), 2238–2244. https://doi.org/10.29303/jppipa.v8i4.1940
Sukmawati, W., & Zulherman, Z. (2023). Analysis of Changes in Students’ Scientific Literacy Ability After Attending Lectures Using the RADEC Model. Jurnal Penelitian Pendidikan IPA, 9(3), 1039–1044. https://doi.org/10.29303/jppipa.v9i3.2846
Suroso, J., & Mudakir, I. (2021). Profile of high school students science literacy in east java. Journal of Physics: Conference Series, 1832(1), 12040. https://doi.org/10.1088/1742-6596/1832/1/012040
Syofyan, H., Fadli, M. R., Lestari, M. R. D. W., & Rosyid, A. (2025). Optimizing science learning through differentiated models to improve science literacy in the digital era. Multidisciplinary Reviews, 8(6), 2025182–2025182. https://doi.org/10.31893/multirev.2025182
van Antwerpen, N., Green, E. B., Sturman, D., & Searston, R. A. (2025). The impacts of expertise, conflict, and scientific literacy on trust and belief in scientific disagreements. Scientific Reports, 15(1), 11869. https://doi.org/10.1038/s41598-025-96333-8
Virtič, M. (2022). Teaching science & technology: components of scientific literacy and insight into the steps of research. International Journal of Science Education, 44(12), 1916–1931. https://doi.org/10.1080/09500693.2022.2105414
Vo, D. Van, & Simmie, G. M. (2025). Assessing Scientific Inquiry: A Systematic Literature Review of Tasks, Tools and Techniques. International Journal of Science and Mathematics Education, 23(4), 871–906. https://doi.org/10.1007/s10763-024-10498-8
Weber, I., Borić, T., Mardešić, J., Bilušić, A., & Zoranić, L. (2024). Enhancing Thermodynamics Education: Insights from Student Knowledge Assessments on (Ir)reversible Processes and (Non)equilibrium Phenomena. Education Sciences, 14(12), 1–21. https://doi.org/10.3390/educsci14121395
Wintterlin, F., Hendriks, F., Mede, N. G., Bromme, R., Metag, J., & Schäfer, M. S. (2021). Predicting Public Trust in Science: The Role of Basic Orientations Toward Science, Perceived Trustworthiness of Scientists, and Experiences with Science. Frontiers in Communication, 6(January), 1–13. https://doi.org/10.3389/fcomm.2021.822757
Yulianti, E., Rahman, N. F. A., Mustikasari, V. R., & Nurjanah, L. F. (2022). Improving students’ abilities in scientific literacy: An initial step towards science and engineering education. AIP Conference Proceedings, 2433(1), 20031. https://doi.org/10.1063/5.0072909
Yusnaeni, Imakulata, M. M., Nikmah, Santrum, M. J., Jasman, Sudirman, Dama, W. V, Bangngu, N. C., Wiltin, G. F., & Tukan, E. S. T. (2024). Empowering scientific literacy skills through an integrated SSCS learning model with RQA strategies. Biosfer: Jurnal Pendidikan Biologi, 17(2), 540–549. https://doi.org/10.21009/biosferjpb.47844
Zakwandi, R., Sari, I. M., Prakoso, A. S., Nurhalim, A. A. F., Fathinah, H. N., Aqquilla, R. A., & Purwasih, D. (2024). How student can improve their experimental ability: The effect of perception of uncertainty. Journal of Physics: Conference Series, 2900(1), 12023. https://doi.org/10.1088/1742-6596/2900/1/012023
Zetterqvist, A., & Bach, F. (2023). Epistemic knowledge – a vital part of scientific literacy? International Journal of Science Education, 45(6), 484–501. https://doi.org/10.1080/09500693.2023.2166372
Author Biographies
Yudhistian, Universitas PGRI Ronggolawe
Tabitha Sri Hartati Wulandari, Universitas PGRI Ronggolawe
License
Copyright (c) 2025 Yudhistian, Tabitha Sri Hartati Wulandari

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).