Preliminary Research of Students' Science Literacy on Linear Motion to Design Interactive Multimedia Based on Cognitive Conflict

Abstract

One of the most important ability in the 21st century is scientific literacy. Having good scientific literacy can apply scientific knowledge and problem solving in real life. This study aimed to measure students' preliminary scientific ability in physics, particularly regarding the topic of linear motion. This research employed a quantitative descriptive method with a sample of 28 students from grade XI. Data collection techniques were carried out using questionnaires to teachers and a science literacy test in the form of 10 graded multiple-choice questions. The outcomes from the teacher survey evaluation regarding the use of learning models, namely 54% direct learning, 20% project-based learning models, and 26% other learning models. Furthermore, the use of teaching materials, namely 40% textbooks, 40% student worksheet, and 20% digital teaching materials. The analysis results of students' scientific literacy ability in physics, specifically on the topic of straight motion, indicated that the context aspect scored 44.9%, which falls under the "very low" category. Similarly, the content aspect scored 39.3%, the competency aspect 35.9%, and the attitude aspect 54%, all of which were also categorized as "very low." Overall, the average scientific literacy level in the linear motion material was determined to be in the "very low" category