Profile of Students’ Scientific Literacy Competence and Attitudes toward Online Learning Using Microsoft Teams

One of the important elements of education that must be developed is scientific literacy. Regarding the impact of the Industrial Revolution 4.0 during the current pandemic, namely with changes in system digitization, demanding learning systems integrated through the internet network. Online learning has become a demand in education in the last few years. This study aimed to analyze the Scientific Literacy profile of high school students in terms of competence and attitudes towards science in online learning during the COVID-19 pandemic. This research is a mixed quantitative and qualitative research. The research subjects were 105 respondents taken by purposive sampling from senior high schools in Central Java, Indonesia. Data was collected using tests, questionnaires, and interviews. The results showed that the Scientific Literacy profile regarding competence and attitudes towards science was moderate. Important factors must be considered in online learning: educators’ ability in online settings, interactions between students, teachers, and content, and the intentional relationship between online and offline activities in school activities and practice in the field.

Introduction

The basic Program for International Student Assessment (PISA) (Gomeset al., 2020) is based on the theoretical framework of scientific literacy, which was developed based on consensus among scientists, educators, and chemistry teachers. Chemical education has also changed as a branch of scientific education, with the primary objective of chemistry education now being Scientific Literacy (Muntholibet al., 2020). Understanding matter’s particle properties, chemical processes, chemical laws and theories, and general chemical applications in daily life are all considered components of scientific literacy (Sumarni, 2018). Because scientific literacy is related to all people of all ages, all educational levels, and both science and non-science science, it is one of the crucial components that must be developed in education (Yustin & Wiyarsi, 2019). The availability of suiTable assessments, such as Scientific Literacy instruments, is one of the effects of making Scientific Literacy a goal for chemistry education (Muntholibet al., 2020). However, regarding how the Fourth Industrial Revolution is affecting the school right now—specifically, how “system digitization” is changing—teachers and students must be able to adjust to new developments quickly. A learning system that is integrated through the internet (online learning) has taken the place of face-to-face, in-person system learning. In other words, to support students’ Scientific Literacy, schools need to offer a suiTable learning environment (Wiyarsiet al., 2020).

During the COVID-19 pandemic, online learning needs to be strengthened in high school education (Sabateset al., 2021). In the past several years, there has been a need for online learning in the field of education (Mese & Dursun, 2019). Face-to-face instruction is regarded as a closed and conventional model. Information technology is needed to provide better learning environments. The teaching and learning process can become even more flexible, inventive, and student-centered with the help of online learning. According to Dhawan (2020), online learning is an experiential learning process in a synchronous or asynchronous setting on various internet-connected devices. Higher education will establish a contemporary learning environment through online instruction. Online education is advised to be more than just a supplement offering extra advantages (Williamset al., 2012). Online learning is a machine learning approach where students learn from a series of data instances one at a time and attempt to manage numerous jobs or make decisions. The aim of online learning is to maximize the quality and correctness of the series of predictions and decisions. Thus, in addition to prior learning and predictions, students are given the task’s right response and perhaps further information (Hoiet al., 2021).

Online learning can be supported by various platforms, such as the following: more and more online writing courses are being offered in higher education (Kinget al., 2018). It has been reported that students see online learning more favorably than in-person lectures and that online learning complements in-person lecture curricula (Aghajani & Adloo, 2018). According to certain research, evaluating online learning is highly successful (Baldwinet al., 2018). Quantitative thinking is more likely among students who take more online courses. While the online environment might be advantageous for some forms of involvement, it might also impede others. When creating online course materials, educational institutions should consider these findings. Additionally, faculty members should be encouraged to brainstorm strategies for promoting student participation in various delivery methods (Chang, 2016). El Tantawiet al. (2018) highlighted that the students expressed satisfaction with how online learning was implemented.

Based on study findings, SMA N 1 Weleri’s online learning program makes greater use of the learning management system, specifically Google Media, media Classroom (on odd semesters), and Microsoft Teams (on even semesters) during the 2020–2021 academic year. During the pandemic, overall student learning results have declined. Students’ perceptions of the LMS’s use in the classroom indicate that, for the most part, users have a favorable outlook (van Wartet al., 2020). According to research, there are numerous advantages to adopting an LMS for teaching and learning. This helps to support the transition from passive to active learning and enables schools to refocus their attention from content-based learning to learning-based processes. An LMS can also enhance student activities and encourage communication between students, teachers, and classmates (Mcbrienet al., 2021). However, there are frequently practical limitations when utilizing an already-existing commercial LMS (Deli & Allo, 2020). An LMS, for instance, can be costly, and not all schools have the funds to purchase and maintain one over time. Some services, such making courses, adding students, and setting up student groups, are inaccessible to teachers. Future learning management systems (LMSs) in schools might differ from those today. They must switch to a new LMS, and studies reveal that learning a new system can be difficult.

The literature review indicates that further research is required to examine scientific literacy skills in online or distance learning during a future pandemic, where curriculum, strategy, model, and assessment used for learning colloidal chemistry may differ. This study is a component of a larger endeavor to analyze the characteristics of high school students participating in online learning during a pandemic. Given the problems of achieving scientific literacy during the pandemic and the expansion of the COVID-19 outbreak, this study attempts to assess the literacy profile chemistry in online learning. Scientific literacy and online learning are acknowledged as 21st-century challenges. Even though the COVID-19 pandemic has devastated people worldwide and necessitated the adoption of the work-from-home policy, more investigation and sufficient research are still needed to understand how online learning might be applied fully. What is the profile of students’ scientific literacy regarding competence and attitude toward science in online learning? Moreover, what features of online education exist in the midst of the pandemic?

Numerous initiatives have been undertaken in several nations, including Indonesia, to raise students’ levels of scientific literacy. One of the crucial components of education that needs to be developed is scientific literacy (Sumarniet al., 2017). The value of scientific literacy is tied to how well-versed children can use science and technology to understand and value nature. Sumarniet al. (2018) define scientific literacy as the ability to use chemical knowledge, recognize problems, draw conclusions from data, and comprehend and assist in decision-making regarding the natural world and human interactions. People of all ages, with varying degrees of science and non-science education, are related to scientific literacy. Thummathong and Thathong (2016) conducted a related study on improving scientific literacy in Thailand. Identifying chemical concepts, defining some essential concepts, applying knowledge of chemical concepts to explain events, and using chemistry knowledge to read or evaluate pertinent material provided in a section are some aspects that must be revealed to uncover scientific literacy. One of the most crucial areas of science that helps pupils comprehend what is going on in their environment is chemistry. How students think as they gain experience learning about previously acquired topics determines how much knowledge they possess.

To ensure that these efforts are successful, chemistry teachers must have a thorough understanding of chemical literacy and know how to assess and design chemistry lessons geared toward improving students’ chemical literacy. The PISA Scientific Literacy Framework and Scientific Literacy Shwartz are two tools that can be used to assess Scientific Literacy. Research on improving Scientific Literacy was also conducted by Cigdemogluet al. (2017), who conducted a Scientific Literacy assessment based on literacy, competence, and attitude aspects against chemistry. These three aspects necessitate a thorough investigation that somewhat motivates students to develop and enhance their Scientific Literacy abilities. The results of this study indicate that knowledge and competence are at a higher level than attitudes toward chemistry. The study’s findings (Wiyarsiet al., 2020) demonstrate that context-based learning can raise students’ levels of scientific literacy. Having discussions in the context of actual experiences helps to raise students’ scientific literacy levels. A related study by Thummathong and Thathong (2016) examined the scientific literacy of engineering students in Thailand and found that social responsibility and chemical ignorance impact scientific literacy abilities. As a result, educational institutions must provide learning activities that promote greater scientific literacy and help students avoid the consequences of applying the incorrect chemicals. A strong understanding of chemistry can use scientific evidence, recognize scientific problems, and comprehend scientific concepts. They will also be able to use high-level learning to explain scientific phenomena. A chemically literate person, in terms of the affective component, has a fair and reasonable understanding of chemistry and its applications, demonstrates interest in chemistry-related issues, particularly those pertaining to the environment, is responsive to scientific issues as demonstrated by his interest in these issues, and feels responsible for the state of affairs (Wiyarsiet al., 2020).

Procedure evaluation is one of the most crucial parts of the teaching process since, according to numerous research, it can enhance student accomplishment and foster classroom learning (Ashraf & Zolfaghari, 2018). Scientific literacy assessments can characterize a teacher’s familiarity with and proficiency with organizing, managing, comprehending, and applying assessment results accurately and effectively. Experts, international policymakers, and institutions form their scientific literacy in relation to the reality in the field and socially constructed views of that reality. These tactics include broad legislation, a nationwide literacy drive to raise adult literacy rates, and more targeted initiatives (Benavot, 2015). The primary objective of chemistry education is chemical literacy, which calls for students to critically assess and analyze prior information and make decisions in real-world situations (Cigdemogluet al., 2017).

Some people believe that literacy is not a universal skill set that can be applied in various social and cultural contexts. However, literacy is an applied social activity best understood in the context of adults’ daily lives in social settings. In contrast to the OECD study on people skills adults, which sees literacy as a collection of functional abilities that can be assessed globally, many academics see literacy as social practices ingrained in how the adult community interacts and communicates with one another. Thus, literacy cannot be summed up into an indicator or score. The obvious consequences of a different research strategy: It is important to carry out intricate qualitative research that defies simple cross-spatial and cross-temporal comparisons. International institutions, in particular, have given standardized (direct) assessments of literacy skills significant legitimacy, putting adults (PIAAC) and students (PISA) from very different cultural contexts on the same functional literacy scale, regardless of the scientific findings in this case (Dichev & Dicheva, 2017).

Method

This study employed a mixed technique, a research methodology that combines quantitative and qualitative forms. This method incorporates application methodologies for qualitative and quantitative data and philosophical presumptions, all combined into a single study (Creswell, 2016). The sequential explanatory technique was employed in this investigation. This approach is used in two phases: the first phase involves collecting and analyzing quantitative data, while the second phase builds on the first phase’s findings by collecting and analyzing qualitative data. In this study, the design of the sequential explanatory method began with administering a Scientific Literacy competency test. The experimental class was then treated using online chemistry education using the Microsoft Teams application. In education, that is done to get quantitative data. Following the collection of quantitative data, the data is analyzed and supplemented with qualitative data through secondary data collection methods such as questionnaires, observations, and interviews. This process aims to enhance the integration of quantitative data and enable the development of conclusions grounded in the study’s findings and outcomes. The One-Shot Case Study research approach was employed in the study (Creswell, 2016). The participants in this study received treatment in the form of online education. After participating in the online course, the participants completed a written exam covering Scientific Literacy topics. Additionally, they collected qualitative data, including observations and responses to online surveys on their attitudes toward science. With a homogeneity test result of 0.285, the population in this study consisted of all senior high school students in Central Java, Indonesia, for the academic year 2020–2021. There were up to seven classes in this group. Three out of eleven classes, or 105 students, served as the study’s subjects. These classes were chosen using the purposive sample technique, considering that the three classes shared similar characteristics and were cross-interest classes that needed extra attention to improve learning outcomes, particularly in maple chemistry, to conduct additional research as a means of enhancing the caliber of postsecondary education following this study.

This study assessed attitudes toward science by observation and a questionnaire. The study’s accompanying draft questionnaire has 18 items about attitudes toward science. Each factor used to measure students’ attitudes toward science is determined by adding up each learner’s points for all aspects, and the resulting data is then interpreted using criteria related to attitudes toward science. The classification of attitudes toward science is based on four criteria: very good, good, pretty good, and bad. Four dimensions of attitudes toward science were identified in this study: curiosity in science, respect for the scientific method for discovery, environmental consciousness, and recognition of the inventiveness of the goods.

Learning data analysis approaches are applied to ascertain the literacy competency results of online or distant learning. Descriptive analysis techniques were employed to assess the quantitative data. Analysis of test instruments Students’ scientific literacy proficiency is assessed using a multiple-choice format; the right response receives a score of 1, while the incorrect response receives a score of 0. After that, each category’s interpretation of the total score is given. Table I presents three categories into which the category of Scientific Literacy ability can be divided.

Table I. Categories of Scientific Literacy Competence

No	Interval	Category
1	66.6 < p ≤ 100	High
2	33.3 < p ≤ 66.6	Medium
3	0 < p ≤ 33.3	Low

Results

This study analyzed learners’ ability to acquire Scientific Literacy competence through online learning during a pandemic due to COVID-19. The scientific literacy ability of the students in this study was measured using colloidal material. The scientific literacy competency test was validated by experts and tested for validity and reliability. The Scientific Literacy competencies measured in this study include the competence to explain scientific phenomena, evaluate and design scientific investigations, and interpret scientific data and evidence. The Scientific Literacy competency test was conducted in class eleven social senior high schools, with 105 students. The Scientific Literacy competency test consists of 20 multiple-choice questions covering three aspects of Scientific Literacy competence. Each aspect of Scientific Literacy competence has different indicators. The results of the Scientific Literacy competency test are shown in Fig. 1.

Fig. 1. Scientific literacy competency test results in online learning.

Achievement of the overall Scientific Literacy ability is obtained by calculating the average percentage of students who answered correctly on each item. Research data related to Scientific Literacy skills in each Scientific Literacy competency indicator is obtained by calculating the percentage of achievement of the test results for each indicator, then comparing the scores obtained by each student with the maximum value and looking for the average value of the achievement of Scientific Literacy competencies for each indicator. The results of the Scientific Literacy competency test were then analyzed in every aspect of chemical literacy. The results of the chemical analysis of literacy competence mean students in every aspect of competency are briefly summarized and presented in Table II.

Table II. Results of the Analysis of Scientific Literacy Competence

Indicators competence chemical literacy	Sub indicator	Question items	Score average	Category
	Apply appropriate scientific knowledge	2, 5, 6	53.3	Medium
Explain scientific phenomena	Explain the potential implications of applying scientific knowledge to society	11, 13, 15	44.3	Medium
	Make and justify the right prediction	18, 20	57.0	Medium
	Distinguishing questions that can be investigated scientifically	3, 14	48.5	Medium
Evaluating and designing scientific investigations	Identify ways to explore questions given scientifically	16	54.0	Medium
	Evaluate how to explore questions scientifically	17	54.0	Medium
	Identifying questions for further exploration through scientific investigation	19	23.0	Low
	Identify assumptions, evidence, and reasoning with related science	1, 7	26.0	Low
	Distinguishing arguments based on scientific evidence, theory, and other considerations	4,12	38.0	Medium
Interpreting scientific data and evidence	Evaluating scientific arguments and evidence from different sources	8	33.0	Medium
	Analyze and interpret data and draw appropriate conclusions	9	34.0	Medium
	Interpret and prove experimental data scientifically	10	22.0	Low

Literacy competence by chemical capability is the competence to explain scientific phenomena. Learners in the middle category got the highest mean score of 51.53. In evaluating competence and designing investigations, scientific research is in the middle category with a mean score of 44.8, and the competence to interpret the data and scientific evidence is in the low category with a mean score of 30.6. The division level of literacy competence briefly chemical division of Scientific Literacy competency criteria is presented in Table III.

Table III. Criteria for Competency Level of Scientific Literacy of Students

Competency level	Interval	N	(%)
High	66.6 < p ≤ 100	4	3.8
Medium	33.3 < p ≤ 66.6	59	56.2
Low	0 < p ≤ 33.3	42	40.0

Table III shows the scientific literacy competence of learners of class eleven in terms of social cross-interest. At the high level, there are 4 students; at the medium level, there are 59 students; and at the low level, there are 42 students. Overall, the average score of literacy competence chemical learners Interests Cross class eleven social at senior high school in Kendal Central Java got 40.6 in the category medium. This study refers to the cognitive level that can be achieved for learners. The description of the assessment is as follows:

1. Low level, if students can only solve problems by carrying out a one-step procedure, for example, remembering facts, principle terms, or concepts determining one point of information from graphs or tables.
2. Moderate level, if learners can only solve problems related to the use and application of conceptual knowledge to describe or explain the phenomenon, selecting the proper procedures that involve two or more steps in solving the problems, organizing, interpreting, or using data.
3. High level, if students can answer Scientific Literacy questions, they will be able to analyze complex information or data, synthesize or evaluate evidence, justify reasons given by various sources, and develop plans or sequences of steps to solve problems.

Discussion

These results are in accordance with the results of interviews, which show that students with moderate competence can apply appropriate scientific knowledge, make and justify correct predictions, identify questions for further exploration through scientific investigations, distinguish arguments based on scientific evidence, theory, and other considerations; and interpret and prove experimental data scientifically quite well. The following is a snippet of interviews between researchers and students with moderate levels of Scientific Literacy competence. Low-level students can only solve problems by carrying out a one-step procedure, for example, remembering facts, principles, or concepts and determining one point of information from a graph or table. The results of the interviews are similar, namely that low-competent students can distinguish questions that can be investigated scientifically quite well, identify, use, and produce a model that is clear and representative quite well, and can evaluate scientific arguments and evidence from sources quite well as presented in the interview summary as follows: Determination of the level of competence based on the results of total scoring results in the level obtained not in accordance with the criteria that should be because the indicators in this study have not been able to explore scientific literacy skills for the level in detail. Two or three items can represent one indicator. An indicator in two or more items leads to these results not detailing any chemical capability literacy competency competent learners of high, medium, and low appropriate ability levels.

Scientific Literacy competency questions generally have a higher difficulty, so students need good analytical skills and understanding of concepts to complete the scientific literacy competency test. The Scientific Literacy ability of the highest students in this study was in the aspect of explaining scientific phenomena, which was then followed by the aspect of evaluating and designing scientific investigations and the aspect of interpreting scientific data and evidence. The Scientific Literacy ability of the highest students in this study was in the aspect of explaining scientific phenomena, which was then followed by the aspect of evaluating and designing scientific investigations and the aspect of interpreting scientific data and evidence. Aspects of competence to explain scientific phenomena reached 51.53 with the category of “medium” level indicated by the ability of students to apply the scientific knowledge they have understood in solving Scientific Literacy problems on colloidal concepts. The concept of knowledge students possess affects their ability to describe or interpret scientific phenomena. The “high” level obtained in explaining scientific phenomena describes the ability of students to be optimal in explaining scientific phenomena triggered by several factors that will affect the achievement of Scientific Literacy skills.

The capacity to identify problems and essential elements of phenomena found in literacy questions that could be the subject of a scientific study demonstrates competence in assessing and formulating scientific studies. Analytical questions on literacy objects connect students’ cognitive abilities and everyday experiences. According to the cognitive learning theory, students process new information by connecting it with their past knowledge (Cigdemogluet al., 2017). Students’ ability to recognize scientific concerns is influenced by the degree of cognitive elements stored in their memories. By analyzing the information in several tables and images on the scientific literacy test item instrument used in this study, achievement analyzed the data and scientific evidence of learners’ capacity to reflect in understanding scientific evidence and make conclusions. Additionally, recognizing the presumptions, supporting data, and rationale for findings reached in problem-solving related to the idea of colloidal chemistry demonstrates the capacity to apply scientific evidence (Creswell, 2016).

According to Thummathong and Thathong (2016) and Üstündağet al. (2017), science is the methodical use of human observation, identification, description, and investigation of natural occurrences to gain knowledge about the flawed universe. Students’ scientific literacy is influenced by several factors, including their attitude toward science and their scientific competency. Developing attitudes in students that pique their interest in scientific matters and enable them to learn and use scientific and technological information for the good of society, the individual, and the world is one of the objectives of science education. The attitude toward science aspects related to emotional factors, such as interest and the convenience of studying science and the involvement of students in learning science, is one of the factors that affect the results of the study of scientific literacy (Rubiniet al., 2018; Wiyarsiet al., 2020). Students’ attainment of chemical ability and reading competence in high school is thus influenced by factors related to competency and attitudes toward science.

Online learning is a system that can help students learn more widely, more variedly, and more comfortably. Since the COVID-19 outbreak, students in Indonesia have been experiencing a learning process that emphasizes learning through all sources that can be supported with minimal assistance from others. To be fully utilized, online learning requires certain prerequisites from students, including (1) ICT literacy, which requires the student to be able to master basic ICT as a tool for learning, (2) independence, which requires students to be familiar with independent study, and (3) creativity and critical thinking, since online learning facilities are highly diverse and allow students to learn a variety of available tools like browsing, chatting, group discussions, video conferencing, and online quizzes to take advantage of all optimal (Ebneret al., 2017, 2020; Thoms & Eryilmaz, 2015).

There is little doubt that learning online differs from traditional learning. The ability of pupils to receive and analyze information is given priority in online learning (Harandi, 2015). Students are more likely to be more motivated while using e-learning since research shows a strong correlation between e-learning and student motivation. Students who are more driven to learn are also more likely to be involved, and when students successfully engage in the learning process, they are more likely to meet their learning objectives. These conclusions and the findings of this study diverge because attitudes toward science are influenced by a gap or gaps resulting from Scientific Literacy proficiency. Regarding competency and attitude toward science, it can be stated that the profile of scientific literacy is still lacking, and more work is required to develop it. According to Sokolová (2011), there are a few things that need to be carefully considered before using e-learning in teaching: the appropriateness of learning through e-learning and educative effectiveness, educational institutions’ assumptions (ICT facilities), students’ assumptions (ICT literacy, access to ICT), and finally, the economic aspect.

Based on the data obtained, the authors conclude that the most important parameter influencing student behavior and their educational progress in general is practice. As a result, the predominance of online learning is advantageous for the growth of cognitive structures. However, it has not been beneficial for developing emotive structures, particularly attitudes toward science. Thus, more research is required, particularly research that can integrate online and in-person instruction or blended learning (Bylievaet al., 2019). According to Nortviget al. (2018), face-to-face learning domination can positively impact learning results and the educational process in general education courses and theory. The existence of educators in virtual environments, the exchanges between students, instructors, and content, and the deliberate connections between virtual and real-world activities, as well as between academic and practical aspects, are some of the numerous elements that are more noticeable than others (Hubalovskyet al., 2019).

Increasing pupils’ chemical literacy is one of the key goals of studying chemistry. According to recent studies on learning during a pandemic, learning online may be an alternate strategy for helping high school students increase their scientific literacy. In general, scientific literacy can be promoted through online learning as an active learning strategy that stresses helping students build concepts and consolidate the knowledge they gain over time. A positive attitude and keen interest in science will generate a strong drive to meet learning objectives (Hackmanet al., 2021). The case or challenging environment should also be used to reinforce online learning. Additionally, research into the future needs to enhance the use of constructivist learning methodologies, such as STEM-based (science, technology, engineering, and math-based) learning, which includes the newest technological advancements. Differently revealed, a professional teacher training and development program is required and needs to be continuously enhanced because aspiring chemistry teachers do not integrate context, social, environmental, and cultural learning in chemistry (Wiyarsiet al., 2020; Yustin & Wiyarsi, 2019).

Conclusion

The scientific literacy profile of the students falls into the medium range. The highest-achieving students in this study demonstrated the highest level of Scientific Literacy in the areas of evaluating and designing scientific studies, describing scientific phenomena, and understanding scientific data and evidence. Students’ views toward science, however, fall within this group. Online learning is good for the growth of cognitive structures, but it hasn’t shown much promise for the development of emotive structures, particularly attitudes toward science.