CORRELATION ANALYSIS OF LEARNING INTEREST ON STUDENTS AND SCIENCE LITERACY IN SCIENCE LEARNING

Dzulkifli Nurul Huda, Rif’ati Dina Handayani, Sudarti Sudarti

Abstract


Science education is a branch of education that emphasizes mastery of concepts and disciplines related to natural phenomena and plays an important role in fostering students' interest in learning and developing their science literacy. However, various findings show that students' interest in learning and science literacy are still low, highlighting the need for empirical studies that examine the relationship between these two variables. This study aims to analyze the correlation between students' interest in learning and their scientific literacy in science learning. This study used a quantitative method with a correlational approach, involving 54 seventh-grade students from SMP Negeri 4 Jember who were selected through simple random sampling. The research instruments consisted of a student learning interest questionnaire containing 8 positive and negative statements based on four indicators of student learning interest and a student science literacy test consisting of 10 multiple-choice questions. The Kolmogorov–Smirnov normality test showed that both variables were normally distributed (Sig. > 0.05), allowing for further analysis using the Pearson correlation test in SPSS version 25. The results showed a strong and significant correlation between science literacy and scientific creativity, with a correlation coefficient of 0.961 and a significance value of 0.000 (< 0.05). These findings indicate that the higher the students' interest in learning, the higher their science literacy. The results of this study can be used to develop science learning that is relevant to students' lives and encourage them to ask questions and explore more actively, so that their interest in learning and science literacy will continue to grow.

Keywords


Learning Interest; Science Literacy; Science Learning

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i3.9631

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