Teaching and Learning Trajectory Berbasis Hasil AKMI untuk Mengembangkan Kemampuan Literasi Sains Bagi Peserta Didik

Abstract

Having competence in science literacy is very beneficial for understanding science-related issues in society. Through scientific literacy, students can communicate their ideas about science content and context. Scientific literacy is a crucial skill needed in the 21st century to keep up with the rapid pace of globalization and technological advancements. The results of the PISA assessment reveal that the scientific literacy scores of Indonesian students are low, with Indonesia ranking 72 out of 77 participants. The purpose of this study was to determine the scientific literacy achievement at MIN 1 Kota Tasikmalaya based on the AKMI report and to find strategies to significantly improve students' achievement skills. The research method involved a literature study using data from the AKMI report, scientific articles, and references related to the topic of this research by narrative systematic review. The data analysis revealed that the level of scientific literacy achievement in this school is at CK 3, categorized as proficient. Additionally, it was observed that the scientific literacy skills of female students are better than male students, with 53.85% of female students and 46.15% of male students demonstrating proficiency. The gender gap in science performance is attributed to differences in reading skills, which is also a key subject assessed in AKMI. Approximately 12% of students are at the adroit level, with female students dominating this category. A suggested strategy for teachers to enhance students' scientific thinking skills is to implement a learning trajectory using authentic assessment techniques and organize the learning stages accordingly.