Exploring the Relationship between Logical Reasoning Skills, Scientific Literacy, and Academic Achievement in Science Courses Among Secondary Students: A Mixed Method Study

Authors

Winata Tegar Saputra , Nuryani Y. Rustaman , Lilit Rusyati

DOI:

10.29303/jppipa.v11i1.9547

Published:

2025-01-25

Issue:

Vol. 11 No. 1 (2025): In Progress

Keywords:

Assessment, Logical thinking, Science education, Scientific literacy, Students science achievement

Research Articles

Downloads

How to Cite

Saputra, W. T., Rustaman, N. Y., & Rusyati, L. (2025). Exploring the Relationship between Logical Reasoning Skills, Scientific Literacy, and Academic Achievement in Science Courses Among Secondary Students: A Mixed Method Study. Jurnal Penelitian Pendidikan IPA, 11(1), 303–315. https://doi.org/10.29303/jppipa.v11i1.9547

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study explores the correlation between Scientific Literacy (SL) results from PISA 2015 released items, the Test of Logical Thinking (TOLT), and Science Score Achievement (SSA). The method of this study used an explanatory sequential research design with cross-sectional and convenience sampling. Ninety-two 15-year-old students and science teachers participated. The correlation between SL, TOLT, and SSA was positive but moderately weak. The average SL score was low at 33.04%. TOLT results showed that 64.13% of students demonstrated concrete reasoning, 32.61% proportional reasoning, and 3.26% formal reasoning. SSA scores averaged 81.90, with 53 students scoring above average. Interviews with teachers suggested low SL and LT scores resulted from a lack of hands-on activities, as teachers relied heavily on lectures. Science textbooks also lacked inquiry-based learning tasks. The limitations of this research are that it does not cover gender comparison, school curriculums, or school locations, whether urban or suburban. The psychological aspects regarding the students’ interest or efficacy are not included in the discussion or provided. Also, students with positive learning experiences in science have good results in SL, and TOLT has not been proven empirically.

References

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

Andrini, V. S. (2016). The Effectiveness of Inquiry Learning Method to Enhance Students’ Learning Outcome : A Theoritical and Empirical Review. Journal of Education and Practice, 7(3), 38–42. Retrieved from https://files.eric.ed.gov/fulltext/EJ1089825.pdf

Arifiyyati, M. F., Rofi’ah, N. L., & Listyono, L. (2023). Correlation between Scientific Literacy with Higher Order Thinking Skills and Self-Efficacy in Biology Learning. Jurnal Biolokus, 5(2), 166. https://doi.org/10.30821/biolokus.v5i2.1633

Aufschnaiter, C. Von, Erduran, S., Osborne, J., & Simon, S. (2007). Arguing to Learn and Learning to Argue : Case Studies of How Students’ Argumentation Relates to Their Scientific Knowledge. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(1), 101-131. https://doi.org/10.1002/tea.20213

Berg, C. A., & Phillips, D. G. (1994). An Investigation of The Relationship Between Logical Thinking Structures and The Ability to Construct and Interpret Line Graphs. Journal of Research in Science Teaching, 31(4), 323–344. https://doi.org/10.1002/tea.3660310404

Bilad, M. R., Zubaidah, S., & Prayogi, S. (2024). Addressing the PISA 2022 Results: A Call for Reinvigorating Indonesia’s Education System. International Journal of Essential Competencies in Education, 3(1), 1–12. https://doi.org/10.36312/ijece.v3i1.1935

Braaten, M., & Windschitl, M. (2011). Working Toward A Stronger Conceptualization of Scientific Explanation for Science Education. Science Studies and Science Education, 95(4), 639–669. https://doi.org/10.1002/sce.20449

Bybee, R., & McCrae, B. (2011). Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 Science. International Journal of Science Education, 33(1), 7–26. https://doi.org/10.1080/09500693.2011.518644

Cavallo, A. M. L. (1996). Meaningful Learning, Reasoning Ability, and Students’ Understanding and Problem Solving of Topics in Genetics. Journal of Research in Science Teaching, 33(6), 625–656. https://doi.org/10.1002/(SICI)1098-2736(199608)33:6<625::AID-TEA3>3.0.CO;2-Q

Cerovac, M., & Keane, T. (2024). Early Insights into Piaget’s Cognitive Development Model through The Lens of The Technologies Curriculum. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-024-09906-5

Chiu, M. M. (2007). Families, Economies, Cultures, and Science Achievement in 41 Countries: Country-, School-, and Student-Level Analyses. Journal of Family Psychology, 21(3), 510–519. https://doi.org/10.1037/0893-3200.21.3.510

Collis, K. F. (1971). A Study of Concrete and Formal Reasoning in School Mathematics. Australian Journal of Psychology, 23(3), 289–296. https://doi.org/10.1080/00049537108254623

Cooksey, R. W. (2020). Illustrating Statistical Procedures: Finding Meaning in Quantitative Data, Third Edition. In Illustrating Statistical Procedures: Finding Meaning in Quantitative Data, Third Edition. Springer Nature Singapore. https://doi.org/10.1007/978-981-15-2537-7

Cresswell, J. W. (2012). Planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Person Education.

Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. New Jersey: Person Education.

Curtis, A. (2004). Survey and Correlational Research Design. Sage Publications.

Darling-Hammond, L. (2000). Teacher Quality and Student Achievement: A Reviw of State Policy Evidence. Education Policy Analysis Archives, 8(1), 1–44. https://doi.org/10.14507/epaa.v8n1.2000

Deratama, D., Wulan, A. R., Diana, S., & Agustian, D. (2022). The Assessment Profile of The Skills to Interpret Data and Evidence Scientifically in High School on The Covid-19 Virus Pandemic Content. Jurnal Pendidikan Sains Indonesia, 10(1), 47–58. https://doi.org/10.24815/jpsi.v10i1.22375

DeWall, C. N., Baumeister, R. F., & Masicampo, E. J. (2008). Evidence that Logical Reasoning Depends on Conscious Processing. Consciousness and Cognition, 17(3), 628–645. https://doi.org/10.1016/j.concog.2007.12.004

Dewi, C. A., Khery, Y., & Erna, M. (2019). An ethnoscience study in chemistry learning to develop scientific literacy. Jurnal Pendidikan IPA Indonesia, 8(2), 279–287. https://doi.org/10.15294/jpii.v8i2.19261

Dole, S., Clarke, D., Wright, T., & Hilton, G. (2012). Student’s Proportional Reasoning in Mathematics and Science. Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, 2, 195–202. Retrieved from https://espace.library.uq.edu.au/view/UQ:279214

Fadila, D., Suliyanah, S., & Deta, U. A. (2020). Analysis of Interest and Scientific Literacy Skills of Senior High School in Learning Physics. Lensa: Jurnal Kependidikan Fisika, 8(2), 39. https://doi.org/10.33394/j-lkf.v8i2.3195

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2017). How to Design and Evaluate Research in Education. McGraw-Hill.

Freedman, M. P. (1997). Relationship among Laboratory Instruction, Attitude toward Science, and Achievement in Science Knowledge. Journal of Research in Science Teaching, 34(4), 343–357. https://doi.org/10.1002/(SICI)1098-2736(199704)34:4<343::AID-TEA5>3.0.CO;2-R

Gerritsen, S., Plug, E., & Webbink, D. (2017). Teacher Quality and Students Achievement: Evidence from A Sample of Ducth Twins. Journal of Applied Econometrics, 32(3), 643–660. https://doi.org/10.1002/jae

Golzar, J., Noor, S., & Tajik, O. (2022). Convenience Sampling. International Journal of Education and Language Studies, December. https://doi.org/10.4135/9781412963947.n105

Hafiyusholeh, M., Budayasa, K., & Siswono, T. Y. E. (2018). Statistical Literacy: High School Students in Reading, Interpreting and Presenting Data. Journal of Physics: Conference Series, 947(1). https://doi.org/10.1088/1742-6596/947/1/012036

Hardanie, B. D., Inabuy, V., Sutia, C., Maryana, O. F. T., & Lestari, S. H. (2021). Buku Panduan Guru Ilmu Pengetahuan Alam - SMP Kelas VII. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknology.

Harris, D. N., & Sass, T. R. (2011). Teacher Training, Teacher Quality and Student Achievement. Journal of Public Economics, 95(7–8), 798–812. https://doi.org/10.1016/j.jpubeco.2010.11.009

Husna, N., Halim, A., Evendi, E., Syukri, M., Nur, S., Elisa, E., & Khaldun, I. (2022). Impact of Science Process Skills on Scientific Literacy. Jurnal Penelitian Pendidikan IPA, 8(4), 2123–2129. https://doi.org/10.29303/jppipa.v8i4.1887

Indana, S., Agustini, R., & Rahayu, Y. S. (2018). Profile of Scientific Literacy Skills in Junior High School One Roof. Atlantis Press, 157(Miseic), 150–153. https://doi.org/10.2991/miseic-18.2018.37

Ismail, Z. H., & Jusoh, I. (2001). Relationship Between Science Process Skills and Logical Thinking Abilities of Malaysian Students. Journal of Science and Mathematics Education in S.E Asia, 24(2), 67–77. Retrieved from http://www.recsam.edu.my/R&D_Journals/YEAR2001/2001Vol24No2/67-77.pdf

Jiang, F., & McComas, W. F. (2015). The Effects of Inquiry Teaching on Student Science Achievement and Attitudes: Evidence from Propensity Score Analysis of PISA Data. International Journal of Science Education, 37(3), 554–576. https://doi.org/10.1080/09500693.2014.1000426

Jufrida, J., 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. https://doi.org/10.11591/ijere.v8i4.20312

Juhanda, A., Rustaman, N. Y., Hidayat, T., & Wulan, A. R. (2020). Correlation of The Logical Thinking with Mastery Concept of Prospective Biology Reachers. Journal of Physics: Conference Series, 1521(4). https://doi.org/10.1088/1742-6596/1521/4/042029

Kang, J. (2022). Interrelationship Between Inquiry-Based Learning and Instructional Quality in Predicting Science Literacy. Research in Science Education, 52(1), 339–355. https://doi.org/10.1007/s11165-020-09946-6

Kaya, V. H., Bahceci, D., & Altuk, Y. G. (2012). The Relationship Between Primary School Students’ Scientific Literacy Levels and Scientific Process Skills. Procedia - Social and Behavioral Sciences, 47, 495–500. https://doi.org/10.1016/j.sbspro.2012.06.687

Laliyo, L. A. R., Utina, R., Husain, R., Umar, M. K., Katili, M. R., & Panigoro, C. (2023). Evaluating Students’ Ability in Constructing Scientific Explanations on Chemical Phenomena. Eurasia Journal of Mathematics, Science and Technology Education, 19(9). https://doi.org/10.29333/ejmste/13524

Lestari, S. H., Inabuy, V., Sutia, C., Maryana, O. F. T., & Hardanie, B. D. H. (2021). Buku Panduan Guru: Ilmu Pengetahuan Alam SMP Kelas VIII. Pusat Kurikulum dan Perbukuan Kemendikbudristek.

Listiani, I., Susilo, H., & Sueb, S. (2022). Relationship between Scientific Literacy and Critical Thinking of Prospective Teachers. AL-ISHLAH: Jurnal Pendidikan, 14(1), 721–730. https://doi.org/10.35445/alishlah.v14i1.1355

Madu, B. C. (2020). Scientific Explanation of Phenomenon, Imagination and Concept Formation as Correlates of Students’ Understanding of Physics Concepts. Journal of Natural Sciences Research, 11(16), 17–28. https://doi.org/10.7176/jnsr/11-16-03

Mardika, F., & Mahmudi, A. (2021). An Analysis of Proportional Reasoning Ability of Junior High School Students. Jurnal Riset Pendidikan Matematika, 8(1), 22–32. https://doi.org/10.21831/jrpm.v8i1.14995

Mbajiorgu, N. M., & Ali, A. (2003). Relationship between STS Approach, Scientific Literacy, and Achievement in Biology. Science Education, 87(1), 31–39. https://doi.org/10.1002/sce.10012

Mcneill, K. L. (2009). Teachers’ Use of Curriculum to Support Students in Writing Scientific Arguments to Explain Phenomena. Science Education, 93(2), 233–268. https://doi.org/10.1002/sce.20294

McNeill, K. L., & Krajcik, J. (2008). Inquiry and Scientific Explanations: Helping Students Use Evidence and Reasoning. In Science as inquiry in the secondary setting (pp. 121–134). Retrieved from https://www.katherinelmcneill.com/uploads/1/6/8/7/1687518/mcneillkrajcik_nsta_inquiry_2008.pdf

Myers, M. J., & Burgess, A. B. (2003). Inquiry-Based Laboratory Course Improves Students’ Ability to Design Experiments and Interpret Data. American Journal of Physiology - Advances in Physiology Education, 27(1–4), 26–33. https://doi.org/10.1152/advan.00028.2002

Ni’mah, F. (2019). Research trends of scientific literacy in Indonesia: Where are we? Jurnal Inovasi Pendidikan IPA, 5(1), 23–30. https://doi.org/10.21831/jipi.v5i1.20862

Nunes, T., Bryant, P., Evans, D., Bell, D., Gardner, S., Gardner, A., & Carraher, J. (2007). The Contribution of Logical Reasoning to The Learning of Mathematics in Primary School. British Journal of Developmental Psychology, 25(1), 147–166. https://doi.org/10.1348/026151006X153127

O’Reilly, T., & McNamara, D. S. (2007). The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional “High-Stakes” Measures of High School Students’ Science achievement. American Educational Research Journal, 44(1), 161–196. https://doi.org/10.3102/0002831206298171

OECD. (2015). PISA 2015 Cognitive Items. OECD Programme for International Student Assessment 2015, 1–89. Retrieved from https://www.oecd.org/pisa/test/PISA2015-Released-FT-Cognitive-Items.pdf

OECD. (2017). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving. OECD Publishing.

Ogundeji, O. M., Madu, B. C., & Onuya, C. C. (2020). Scientific Explanation of Phenomenon, Imagination and Concept Formation as Correlates of Students’ Understanding of Physics Concepts. Journal of Natural Sciences Research, 10(3), 10–19. https://doi.org/10.7176/jnsr/11-16-03

Özer, M. (2020). What Does PISA Tell Us About Performance of Education Systems? Bartın University Journal of Faculty of Education, 9(2), 217–228. https://doi.org/10.14686/buefad.697153

Park, Y.-S., Jeong, H.-C., & Lee, K.-Y. (2011). Exploring Students’ Ability of “Doing” Scientific Inquiry: The Case of Gifted Students in Science. Journal of the Korean Earth Science Society, 32(2), 225–238. https://doi.org/10.5467/jkess.2011.32.2.225

Rachmatullah, A., Diana, S., & Rustaman, N. Y. (2016). Profile of Middle School Students on Scientific Literacy Achievements By Using Scientific Literacy Assessments (SLA). AIP Conference Proceedings, 1708. https://doi.org/10.1063/1.4941194

Rubini, B., Ardianto, D., Pursitasari, I. D., & Permana, I. (2016). Identify Scientific Literacy From The Science Teachers’ Perspective. Jurnal Pendidikan IPA Indonesia, 5(2), 299–303. https://doi.org/10.15294/jpii.v5i2.7689

Rustaman, N. (2007). Asesmen Pendidikan IPA. Bandung: Nusa media.

Rustaman, N. Y. (2005). The development of inquiry-based learning research in science education. In Seminar Nasional II Himpunan Ikatan Sarjana dan Pemerhati Pendidikan IPA Indonesia in collaboration with FPMIPA UPI Bandung (pp. 22-23).

Rustaman, N. Y. (2007). Keterampilan Proses Sains. Universitas Pendidikan Indonesia.

Ryder, J., & Leach, J. (2000). Interpreting Experimental Data: The Views of Upper Secondary School and University Science Students. International Journal of Science Education, 22(10), 1069–1084. https://doi.org/10.1080/095006900429448

Sandoval, W. A., & Millwood, K. A. (2005). The Quality of Students’ Use of Evidence in Written Scientific Explanations. Cognition and Instruction, 23(1), 23–55. https://doi.org/10.1207/s1532690xci2301_2

Santos, M. (2007). Quality of education in Argentina: determinants and distribution using pisa 2000 test scores. Well-being and Social policy, 3(1), 69-95. Retrieved from https://shorturl.at/c9XKk

Schleicher, A. (2007). Can Competencies Assessed by PISA be Considered The Fundamental School Knowledge 15-Year-Olds Should Possess? Journal of Educational Change, 8(4), 349–357. https://doi.org/10.1007/s10833-007-9042-x

Schleicher, A. (2009). Securing Quality and Equity in Education: Lessons from PISA. Prospects, 39(3), 251–263. https://doi.org/10.1007/s11125-009-9126-x

Schneider, M. C., & Gowan, P. (2013). Investigating Teachers’ Skills in Interpreting Evidence of Student Learning. Applied Measurement in Education, 26(3), 191–204. https://doi.org/10.1080/08957347.2013.793185

Smith, M. E. (1978). Moral Reasoning: Its Relation to Logical Thinking and Role-Taking. Journal of Moral Education, 8(1), 41–49. https://doi.org/10.1080/0305724780080106

Srihanaty, S., Rahayu, H. M., & Sunandar, A. (2022). Scientific Literacy Skills Of State High School Students In Singkawang City. Jurnal Penelitian Pendidikan IPA, 8(2), 767–772. https://doi.org/10.29303/jppipa.v8i2.1350

Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2007). What is the Relationship Between Teacher Quality and Student Achievement? An Exploratory Study. Journal of Personnel Evaluation in Education, 20(3–4), 165–184. https://doi.org/10.1007/s11092-008-9053-z

Tobin, K. G., & Capie, W. (1981). The Development and Validation of A Group Test of Logical Thinking. Educational and Psychological Measurement, 41(2), 413–423. https://doi.org/10.1177/001316448104100220

Trifone, J. D. (1991). Addressing the Needs of the Concrete Reasoner. American Biology Teacher, 53(6), 330–333. https://doi.org/10.2307/4449319

Valanides, N. (1997). Formal Reasoning Abilities and School Achievement. Studies in Educational Evaluation, 23(2), 169–185. https://doi.org/10.4324/9781315580555-2

Vieira, R. D., De Melo, V. F., Avraamidou, L., & Lobato, J. A. (2017). Reconceptualizing Scientific Literacy: The Role of Students’ Epistemological Profiles. Education Sciences, 7(2). https://doi.org/10.3390/educsci7020047

Wahyuni, S., Miarsyah, M., & Adisyahputra, A. (2018). Achievement motivation, critical thinking skills, and reading comprehension correlation with scientific literacy among senior high school students. Jurnal Pendidikan Sains Universitas Negeri Malang, 6(2), 479024. https://doi.org/10.17977/jps.v6i2.11680

Wen, C. T., Liu, C. C., Chang, H. Y., Chang, C. J., Chang, M. H., Fan Chiang, S. H., Yang, C. W., & Hwang, F. K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers and Education, 149(September), 103830. https://doi.org/10.1016/j.compedu.2020.103830

Widodo, A. (2021). Pembelajaran Ilmu Pengetahuan Alam Dasar-Dasar untuk Praktik. UPI Press.

Yenilmez, A., Sungur, S., & Tekkaya, C. (2005). Investigating Students’ Logical Thinking Abilities: The Effects of Gender and Grade Level. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28), 219–225. Retrieved from https://dergipark.org.tr/en/pub/hunefd/issue/7808/102438

Author Biographies

Winata Tegar Saputra, Universitas Pendidikan Indonesia

Nuryani Y. Rustaman, Universitas Pendidikan Indonesia

Lilit Rusyati, Universitas Pendidikan Indonesia

License

Copyright (c) 2025 Winata Tegar Saputra, Nuryani Y. Rustaman, Lilit Rusyati

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).