Analysis of Science Literacy Ability of Junior High School Student using the Project-Based Learning Model

Abstract

Science literacy is defined as a person's ability to understand and use knowledge in science. This study aims to determine the science literacy ability of students at the junior high school level after studying science, especially chemistry. The learning model used in this study is Project Based Learning. This study used a One-Shot Case Study research design with the research subjects of grade VII and VIII students of SMP Le Cendekia Boarding School. Data collection was carried out by providing valid science literacy ability test instruments to research subjects with cognitive levels from low to high, as well as indicators of science literacy on several dimensions of knowledge.  The results showed that the science literacy skills of grade VII and VIII students of SMP Le Cendekia Boarding School were in the sufficient category (65) for class VII and good (72.42) for class VIII.  In class VII, the number one science literacy question with the personal indier k, procedural and evaluating and designing scientific investigations with a percentage of 45% of the very category, for question number 2 with the content and explaining phenomena in the intific with a percentage of 88.9% of the excellent category. Problem number 3, with the epistemic indicator and scientifically interpreting the data and evidence, is in the very good category with a percentage of 45%. For Class VIII, question number 1 is global and procedural and evaluates scientific investigators with a percentage of 100% excellent categories. Question number 2, with the indicator Social, Content, and Interpreting data and evidence in the scientific direction, is in the very good category with a percentage of 85.71. Furthermore, question number 3, with the indicator of Personal, Epistemic, and explaining phenomena scientifically with a percentage of 74.28 categories, is sufficient.