Junior High School Student’s Literacy of Science Concept: Electricity & Heredity

High Order Thinking Skills (HOTs) is the way of thinking which should have been mastered by students everywhere early for their life skills. This HOTs skill has been internationally assessed since 2000 every three years attended by all OECD members includes Indonesia through Program International for Student Assessment (PISA). Result of PISA of Indonesian students from 2000 until 2018 still have achieved at level 1a of highest level 6 as national average. Considering geographical area located from West to East, it is very important to map students literacy in each area as base-line of creating integrated effort for Junior High School to increase student’s literacy. This descriptive study aims to promote the profile of Junior High School Literacy. About 40 of 9-grade students and two science teachers involved in this study as research subject. Data were obtained through participative observation, test and video typing for classroom activity during two months on the topic of heredity and electricity. Data were analyzed quantitatively and qualitatively as well. Result showed that students literacy still in low category based on national competence assessment. However there is increase of learning outcome proven by pretest (24.46), post test (33.46), and second post test (59.82). Looking into class level in detail based on daily assessment on the topic of electricity and heredity percentage of students literacy can be categorized as scientific comprehension (57%), higher than partial comprehension (19%) and naïve or wrong comprehension (24%). Student scientific comprehension promoted close to PISA literacy competencies includes explaining phenomena scientifically, evaluating and designing scientific enquiry, interpreting data and evidence scientifically. The study imply the important of keep improving daily science classroom activity which promote students higher order thinking skills in order to achieve better scientific literacy.

and scientific attitude questionnaire into 180junior high school students, result showed that scientific literacy skills of junior high school students in average are still in low level. In detailed, students scientific process is better (score 62) respectively rather than scientific attitude (score 58), context (score 53) and content dimension (score 50). Based on geography there was no difference in scientific literacy skills of students whom live in town or village, both in low category. Correlation test showed that there was a close relationship between dimensions of scientific attitude towards dimensions of content, context, and process and the correlation was positive. The results indicated that teachers, school and education authorities in regency need to make improvements in the learning process to improve student's scientific literacy skills (Siagian, Silitonga, & Djulia, 2017). Another descriptive research with same objective was conducted to describe 10th grade student's science literacy, to find out science literacy based on regions in context dimension, and 10th grader student's knowledge and attitudes into 193 students. The result showed student's scientific literacy in average is 36.36 (low). In detailed of three dimensions show students ability of context dimension was 33.71, competence was 36.93, knowledge was 30.50, and attitudes was 44.27. Student's science literacy based on regions showed there was no difference in science literacy between urban regions and rural regions both were in low level (Sinaga et al., 2019).
Another descriptive study of the analysis of scientific literacy skills of junior high school students has been conducted in different district. The data collection technique used the PISA scientific literacy questions of 2015 and was supported by interviews between students and a teacher. Through analyzing the average value of the students' scientific literacy test, then triangulation checking data, results showed that the achievement of students' scientific literacy was in the low category (Sartika & Ahda, 2021).
Based on backgrounds described above, this study aims to investigate more deeply about junior high school students scientific literacy based on PISA test and daily problem solving assignment in science topic focusing on heredity and electricity.

Data Collection
This descriptive study involved 40 junior high school students and their two science teachers. Data were obtained through test, participative observation, and video typing into classroom activities. Pre test was administered by using 50 items of PISA-based constructed national test, to investigate students pre conception of science. During two months of classroom activity, test were conducted as pretest then two times of post tests. Participative observation were conducted eights times, they are 4 times for classroom activities in the topic heredity and others 4 times for electricity topics completed with video typing. Post tests were conducted to investigate students HOTS skills ability during classroom activities and their development conception before and after HOTS skills-based teaching learning.

Data Analysis
Data were analyzed quantitatively and qualitatively. Result of pretest and posttests and daily quiz were www.scholink.org/ojs/index.php/jetss Journal of Education, Teaching and Social Studies Vol. 4, No. 1, 2022 analyzed quantitatively then displayed in average. Students answer of daily quizzes in essay test were analyzed qualitatively by classifying and categorizing their answer into scientific, partial, and misconception. To comprehend data more deeply, these three categories continue to be classified and categorized to promote their HOTs from students scientific understanding. Worksheet and video were analyzed qualitatively to describe students activities happen during learning. All data then were discussed interactively based on Higher Order Thinking Skills referred to Bloom Taxonomy (knowledge, comprehension, application, analyzing-synthesizing, evaluating, and creating) and Cohen category (critical thinking, creative thinking, problem solving, and decision making), to formulate comprehensive conclusion.

Result
Students literacy and HOT skills have been obtained through pretest, post test and 2 nd post-test conducted during classroom activities. Result is presented in Figure 1.

Figure 1. Junior High School Students Literacy and HOT Skills according to PISA-based National Test (N=40)
Data showed that students literacy and their HOT skills in answering PISA-based test were still in low.
However there are increase achievement from pretest to post test and second posttest. It means that science learning that is managed through HOT skills-based can change students outcome although its Those findings above have proven the usefulness and effectiveness of using PHET in various teaching material, various level of students, and various context in classroom and laboratory s well. Students learning on topics of algebra, chemistry, electricity, or in science generally, the PHET could be effective learning media to make learning fun and increase students cognitive and psychomotor abilities.

Conclusion
Based on quantitative and qualitative study into junior high school students during science learning on topics electricity and inheritance there are increased of student's literacy referred to PISA-based national competence assessment proven by pretest into post test (59.82). This is supported by the percentage of daily evaluation which showed scientific comprehension (57%) that promoted close to PISA literacy competencies includes explaining phenomena scientifically, evaluating and designing scientific enquiry, interpreting data and evidence scientifically. The study imply the important of improving and enhancing science teaching learning for junior high school.