Level of Science Literacy Among Drugs Abuser in Bima City and Bima Regency

Authors

Syarifatul Mubarak

DOI:

10.29303/jppipa.v9i4.2079

Published:

2023-04-30

Issue:

Vol. 9 No. 4 (2023): April

Keywords:

Drug Abusers, Literacy, Scientific Literacy

Research Articles

Downloads

How to Cite

Mubarak, S. (2023). Level of Science Literacy Among Drugs Abuser in Bima City and Bima Regency . Jurnal Penelitian Pendidikan IPA, 9(4), 1929–1936. https://doi.org/10.29303/jppipa.v9i4.2079

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

One of the areas in West Nusa Tenggara Province where cases of drug abuse are rampant is Bima City & Bima Regency. Data on drug abuse by the age of 15-25 years in Bima City and Bima Regency even reached 63% compare to its total case. So that researchers are interested in choosing a theme related to the level of scientific literacy of drug abusers in the Bima City & Bima Regency. This study is a quantitative study to determine the level of scientific literacy of drug abusers in Bima City and Bima Regency with a sample of 25 people and using scientific literacy instruments to collect related data. The results of the study then showed that the scientific literacy level had an average achievement of 18.93 which was in the low category. Where for the existing scientific literacy aspect, both the knowledge aspect (K) is in the low category with an average achievement percentage of 21.6% while the competency aspect (C) is in the low category with an average of 24.39%.

References

Adnan., Mulbar, U., Sugiarti., & Bahri, A. (2021). Biology Science Literacy of Junior High School Students in South Sulawesi, Indonesia. Jurnal of Physical Conference. seri 1752 012084. https://doi.org/10.1088/1742-6596/1752/1/012084

Al Sultan, A., Henson, H. Jr., & Fadde, P. J. (2018). Pre-Service Elementary Teachers' Scientific Literacy and Self-Efficacy in Teaching Science. IAFOR Education Jurnal, 6(1), 25-41. https://doi.org/10.22492/ije.6.1.02

BNNK Bima. (2020). Capaian Seksi Rehabilitasi BNNK Bima Tahun 2018, 2019, dan Tahun 2020. BNNK Bima: Kota Bima.

Chen, J., Zhang, Y., Wei, Y., & Hu, J. (2019). Discrimination of the Contextual Features of Top Performers in Scientific Literacy Using a Machine Learning Approach. Research in Science Education, 51(1), 129-158. https://doi.org/10.1007/s11165-019-9835-y

Erman, E., Liliasari, L., Ramdani, M., & Wakhidah, N. (2019). Addressing Macroscopic Issues: Helping Student Form Associations Between Biochemistry and Sports and Aiding Their Scientific Literacy. International Journal of Science and Mathematics Education, 18, 831-853. https://doi.org/10.1007/s10763-019-09990-3

Fischman, G. E., Topper, A. M., Silova, I., Goebel, J., & Holloway, J. L. (2018). Examining the Influence of International Large-Scale Assessments on National Education Policies. Journal of Education Policy, 34(4), 470-499. https://doi.org/10.1080/02680939.2018.1460493

Golumbic, Y. N., Fishbain, B., & Baram-Tsabari, A. (2020). Science Literacy in Action: Understanding Scientific Data Presented in a Citizen Science Platform by non-expert Adults. International Journal of Science Education, 10(3), 232-247. https://doi.org/10.1080/21548455.2020.1769877

Hayati, M. N. (2017). The Use of Science Literacy Taxonomy to Measure Chemistry Literacy of the Science Teacher Candidates. UNNES Science Education Journal, 6(1), 1496-1502. https://doi.org/10.15294/usej.v6i1.13837

Henukh, A., Simbolon, M., Astra, I. M., & Rusdianto, H. (2021). Analysis of Students' Science Literacy Ability on Heat Concept. Jurnal Ilmu Pendidika Fisika, 6(2), 178-184. https://dx.doi.org/10.26737/jipf.v6i2.2077

Hernan, M. A., Hsu, J., & Healy, B. (2019). A Second Chance to Get Causal Inference Right: A Classification of Data Science Tasks. Chance, 32, 42-49. https://doi.org/10.1080/09332480.2019.1579578

Höttecke, D., & Allchin, D. (2020). Reconceptualizing Natureâ€ofâ€Science Education in The Age of Social Media. Science & Education, 104(4), 641–666. https://doi.org/10.1002/sce.21575

Hu, X., Gong, Y., Lai, C., & Leung, F. K. S. (2018). The Relationship Between ICT and Student Literacy in Mathematics, Reading, and Science Across 44 Countries: A Multilevel Analysis. Computers & Education, 125, 1–13. https://doi.org/10.1016/j.compedu.2018.05.021

IMD. (2022). IMD World Competitiveness Booklet 2022. Lausanne: International Institute for Management and Development.

Iram, S., & Abida, N. (2020). Assessing Scientific Literacy Levels among Secondary School Science Students of District Lahore. Bulletin of Education and Research, 42(3), 1-21. Retrieved from http://pu.edu.pk/images/journal/ier/PDF-FILES/1_42_3_20.pdf

Jufrida., Basuki, F. R., Kurniawan, W., Pangestu, M. D., & Fitaloka, O. (2019). Scientific Literacy and Science Learning Achievement at Junior High School. International Journal of Evaluation and Research in Education, 8(4), 630-636. http://doi.org/10.11591/ijere.v8i4.20312

Ke, L., Sadler, T. D., Zangori, L. & Friedrichsen, P. J. (2021). Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues. Science & Educcation, 30, 589–607. https://doi.org/10.1007/s11191-021-00206-1

Kelly, G. J., & Licona, P. (2018). Epistemic Practices and Science Education. History, Philosophy and Science Teaching: New Perspectives, 139-165. https://doi.org/10.1007/978-3-319-62616-1_5

Keren, A. (2018). The Public Understanding of What? Laypersons’ Epistemic Needs, the Division of Cognitive Labor, and the Demarcation of Science. Philosophy of Science, 85(5), 781-792. https://doi.org/10.1086/699690

Kuglitsch, R. Z. (2018). An Interlocking and Interdependent Ecology: The Intersection of Scientific and Information Literacies. Reference Services Review, 46(2), 294-302. https://doi.org/10.1108/RSR-02-2018-0022

Lawshe, C. H. (1975). A Quantitative Approach to Content Validity. Person-nel Psychology, 28(4), 563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x

Lee, E. A., & Brown, M. J. (2018). Connecting Inquiry and Values in Science Education: An Approach Based on John Dewey’s Philosophy. Science & Education, 27, 63-79. https://doi.org/10.1007/s11191-017-9952-9

Lestari, Y., As’ari, A. R., & Muksar, M. (2021). Analysis of Students’ Mathematical Literacy Skill in Solving Pisa Mathematical Problems. MaPan: Jurnal Matematika & Pembelajaran, 9(1), 102-118. https://doi.org/10.24252/mapan.2021v9n1a7

Mubarak, S., & Yahdi. (2020). Identifying Undergraduate Students’ Misconceptions in Understanding Acid Base Materials. Journal Pendidikan IPA Indonesia, 9(2). 276-286. https://doi.org/10.15294/jpii.v9i2.23193

OECD. (2019). PISA 2018 Assessment and analytical framework. Paris: OECD Publishing.

Osborn, J. & Pimentel, D. (2023) Science education in an age of misinformation. Science Education, 107(3), 553-571. https://doi.org/10.1002/sce.21790

Queiruga-Dios, M. Ã., López-Iñesta, E., Diez-Ojeda, M., Sáiz-Manzanares, M. C., & Vázquez Dorrío, J. B. (2020). Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education. Sustainability, 12(10), 4283. http://dx.doi.org/10.3390/su12104283

Saraswati, Y., Indana, S., & Sudibyo, E. (2021). Science Literacy Profile of Junior High School Students Based on Knowledge, Competence, Cognitive, and Context Aspects. International Journal of Recent Educational Research, 2(3), 329-341. https://doi.org/10.46245/ijorer.v2i3.118

Sharon, A. J. & Baram-Tsabari, A. (2020). Can science literacy help individuals identify misinformation in everyday life? Science Education, 104(5), 873-894. https://doi.org/10.1002/sce.21581

Soeharto, Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A review of students’ common misconceptions in science and their diagnostic assessment tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247–266. https://doi.org/10.15294/jpii.v8i2.18649

Strasser, B. J., Baudry, J., Mahr, D., Sanchez, G. & Tancoigne, E. (2019). ‘Citizen Science’? Rethinking Science and Public Participation. Science & Technology Studies, 32(2), 52–76. https://doi.org/10.23987/sts.60425.

Sumanik, N. B., Nurvitasari, E., & Siregar, L. F. (2021). Analisis Profil Kemampuan Literasi Sains Mahasiswa Calon Guru Pendidikan Kimia. QUANTUM: Jurnal Inovasi Pendidikan Sains, 12(1), 22-32. http://dx.doi.org/10.20527/quantum.v12i1.10215

Suparya, I. K., Suastra, I. W., & Arnyana, I. B. P. (2022). Rendahnya Literasi Sains: Faktor Penyebab dan Alternatif Solusinya. Jurnal Ilmiah Pendidikan Citra Bakti, 9(1), 153-166. https://doi.org/10.38048/jipcb.v9i1.580

Valladares, L. (2021). Scientific Literacy and Social Transformation. Science & Education, 30, 557–587. https://doi.org/10.1007/s11191-021-00205-2

Yanti, R., Prihatin, T., & Khumaedi. (2018). Profile of Science Literacy Skill Domain Knowledge of SMPN 2 Bua Ponrang. Journal of Primary Education, 7(1), 34-40. Retrieved from https://journal.unnes.ac.id/sju/index.php/jpe/article/view/12870

Author Biography

Syarifatul Mubarak, Universitas Islam Negeri Mataram

License

Copyright (c) 2023 Syarifatul Mubarak

Creative Commons License

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:

  1. 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.
  2. 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.
  3. 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).