Email this article Achievement Motivation, Critical Thinking Skills, and Reading Comprehension Correlation with Scientific Literacy among Senior High School Students
Abstract
Abstract: This research seeks to explore the relationship among achievement motivation, critical thinking skills, and reading comprehension ability with science literacy ability of high school students. The data is the entire students of X graders at high school. Based on data analysis, the coefficient correlation between X1 with Y is 0,811, the correlation coefficient between X2 with Y is 0,846 and correlation coefficient between X3 with Y is 0,686. The achievement motivation, critical thinking skills, and reading comprehension ability contribute 0.856 to the scientific literacy skill. Therefore, it can be concluded that achievement motivation, critical thinking skills, and reading comprehension correlate with scientific literacy skill.
Key Words: achievement motivation, critical thinking skills, reading comprehension ability, comprehension, scientific literacy
Abstrak: Penelitian ini bertujuan untuk mengetahui hubungan antara motivasi berprestasi, kemampuan berpikir kritis dan kemampuan membaca pemahaman dengan kemampuan literasi sains siswa SMA. Populasi penelitian seluruh siswa kelas X SMA. Berdasarkan analisis data koefisien korelasi. Secara bersama motivasi berprestasi, kemampuan berpikir kritis dan kemampuan membaca pemahaman siswa berkontribusi sebesar 0,856 pada kemampuan literasi sains siswa SMA. Hasil tersebut menunjukkan bahwa terdapat hubungan motivasi berprestasi, kemampuan berpikir kritis dan kemampuan membaca pemahaman dengan literasi sains. Analisis lebih lanjut menunjukkan hubungan yang positif. Berdasarkan hal tersebut disimpulkan bahwa motivasi berprestasi, kemampuan berpikir kritis, dan kemampuan membaca pemahaman meningkatkan literasi sains siswa.
Kata kunci: motivasi berprestasi, kemampuan berpikir kritis, kemampuan membaca, pemahaman, literasi sains
Keywords
Full Text:
PDFReferences
Aloqaili, A. S. (2012). The relationship between reading comprehension and critical thinking: A theoretical study. Journal of King Saud University-Languages and Translation, 24(1), 35–41. doi:10.1016/j.jksult. 2011.01.001.
Anderson, L. W., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. Longman: New York.
Brimo, D., Apel, K., & Fountain, T. (2015). Examining the contributions of syntactic awareness and syntactic knowledge to reading comprehension. Journal of Research in Reading, 40(1), 57–74. doi:10.1111/1467-9817.12050.
Bagiarta, I. N., Karyasa, D. R. N. I. W., & Suardana, D. I. N. (2015). Komparasi literasi sains antara siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe GI (Group Investigation) dan model pembelajaran inkuiri terbimbing (Guided Inquiry) ditinjau dari motivasi berprestasi siswa SMP. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 5(1).
Cohen, M. (2015). Critical thinking skills for dummies. John Wiley & Sons.
Stella, C. (2005). Critical thinking skills: developing effective analysis and arguments. New York: Palcrave MacMillan Houndmills.
Fahrudin, M. (2009). Hubungan antara kemampuan membaca pemahaman dan sikap bahasa dengan kemampuan mengapresiasi cerita pendek (sebuah survei di sekolah dasar negeri se–Gugus Yudistira Kecamatan Selogiri, Kabupaten Wonogiri) (Unpublished doctoral dissertation). Universitas Sebelas Maret, Solo, Indonesia.
Fajrianthi, F., Hendriani, W., & Septarini, B. G. (2016). Pengembangan tes berpikir kritis dengan pendekatan item response theory. Jurnal Penelitian dan Evaluasi Pendidikan, 20(1), 45–55.
Glynn, S. M., & Muth, K. D. (1994). Reading and writing to learn science: Achieving scientific literacy. Journal of Research in Science Teaching, 31(9), 1057–1073.
Handayani, L. G. R., Subagia, I. W., & Pujani, D. N. M. (2015). Kontribusi faktor-faktor yang mempengaruhi literasi sains siswa SMP Negeri se-Kabupaten Buleleng. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 5(1).
Gherardini, M. (2016). Pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap kemampuan literasi sains. Jurnal Pendidikan Dasar UNJ, 7(2), 253–264.
Karademir, E., & Uluçýnar, U. (2017). Examining the relationship between middle school students’ critical reading skills, science literacy skills and attitudes: A structural equation modeling. Journal of Education in Science, Environment and Health, 3(1), 29–39.
Khuzaimatun, S. (2009). Upaya meningkatkan kemampuan membaca pemahaman dengan metode SQ3R pada siswa kelas X. 3 SMA Negeri 1 Sumberlawang (Unpublished doctoral dissertation). Universitas Sebelas Maret, Solo, Indonesia.
Knoll, C. L. (2000). The relationship between motivation and reading comprehension. Retrieved from https://pdfs.semanticscholar.org/ad83/abf940e65ecd49 fdcabee60d6dc52a486d1e.pdf
Kwiatkowska-White, B. (2012). Understanding reading comprehension performance in high school students (Unpublished doctoral dissertation). Queen’s University Kingston, Ontario, Canada
Leicester, M. (2010). Critical thinking across the curriculum: Developing critical thinking skills, literacy and philosophy in the primary classroom. UK: McGraw-Hill Education.
Mahyuddin. (2007). Pembelajaran asam basa dengan pendekatan konstektual untuk meningkatkan literasi sains siswa SMA (Unpublished maters’s thesis). UPI, Bandung, Indonesia
Marzano, R. J. (1988). Dimensions of thinking: A framework for curriculum and instruction. The Association for Supervision and Curriculum Development, 125 N. West St., Alexandria, VA 22314-2798.
Organisation for Economic Cooperation and Development (OECD). (2016). PISA 2015 results in focus. Retrieved from http://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
Poedjiadi, A. (2005). Sains teknologi masyarakat: Pende-katan pembelajaran kontekstual bermuatan nilai. Bandung: Remaja Rosdakarya.
Rahayuni, G. (2016). Hubungan keterampilan berpikir kritis dan literasi sains pada pembelajaran IPA terpadu dengan model PBM dan STM. Jurnal Penelitian dan Pembelajaran IPA, 2(2), 131–146.
Ccedil; etin, S. (2011). The relationships between achievement focused motivation and critical thinking. African Journal of Business Management, 5(15), 6179–6184.
Sujarwo, S. (2011). Pengaruh strategi pembelajaran (inkuiri terbimbing dan ekspositori) terhadap hasil belajar sosiologi pada siswa SMA yang memiliki tingkat motivasi berprestasi dan kreativitas berbeda (Unpublished doctoral dissertation). Universitas Negeri Malang, Malang, Indonesia.
Sariyem, S. (2017). Kemampuan berpikir kritis dan minat baca dengan kemampuan membaca kritis siswa kelas tinggi SD Negeri di Kabupaten Bogor. Jurnal Pendidikan Dasar UNJ, 7(2), 329–340.
Dipalaya, T., & Corebima, A. D. (n.d.). (2016). The effect of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) learning strategy in the different academic abilities on students’ critical thinking skills in senior high school. Research Report, 2(5), 59–78.
Toharudin, U., Hendrawati, S., & Rustaman, A. (2011). Membangun literasi sains peserta didik. Bandung: Humaniora.
Kamaei, A & Weisani, M. (2013). The relationship between achievement motivation, critical thinking and creative thinking with academic performance. Indian Journal of Fundamental and Applied Life Sciences, 3(4), 121–127.
DOI: http://dx.doi.org/10.17977/jps.v6i2.11680
Jurnal Pendidikan Sains Journal of Science Education Graduate School of Universitas Negeri Malang, Indonesia
|
