Preliminary Analysis of Scientific Literacy in Fluids at SHS 6

: One of the 21st-century skills that students must master is scientific literacy. A good mastery of scientific literacy helps solve real-world problems. However, the results of PISA 2018 inform that Indonesian students' scientific literacy is relatively low. This study aims to analyze students' physics scientific literacy on fluid materials. Quantitative descriptive methods using fluid material scientific literacy test instruments were used to collect data. The research sample consisted of 36 students at SHS 6 Padang. The use of students' scientific literacy in the context aspect was 35.5% in the low category, the content was 35.7% in the low category, and the competency category was 35.3% in the low category. So, students' mastery of scientific literacy on fluid materials is in a low category.


Introduction
The development of innovative technology encourages students to have 21st-century skills.One of the demands of the 21st century is mastering communication skills, critical thinking, creativity, collaboration, technology, and scientific literacy (González-Pérez & Ramírez-Montoya, 2022;Kennedy & Sundberg, 2020;Van Laar et al., 2017).Scientific literacy helps students form knowledge, competencies, and attitudes toward science and technology in everyday life (Cansiz & Cansiz, 2019;Fanata et al., 2017).Good scientific literacy encourages mastery of problemsolving.
Scientific literacy refers to understanding problems through analyzing, identifying, conducting investigations, and making conclusions (Sinaga et al., 2017).This capability aims to build a strong scientific foundation for discussing global issues (Cansiz & Cansiz, 2019;Dewi et al., 2019;Tienken, 2017).Mastery of good understanding is needed in solving real-world problems.Scientific literacy is an important part of improving mastery of the material in learning.
Physics is part of science that is closely related to the problems of everyday life.Various forms of natural phenomena and real-world contexts are discussed in material physics.Thus, scientific literacy in physics is needed to increase understanding and be implemented in everyday life.
A good understanding of concepts and procedures about the real world indicates good mastery of scientific literacy for students.According to PISA, students can be considered to have good scientific literacy competence if they can evaluate and plan scientific research, explain phenomena using science, and interpret data or evidence using science (PISA, 2019).Conversely, if students experience misconceptions, it impacts students low mastery of concepts (Mufit et al., 2022;Mufit & Fauzan, 2023).
The average science score of Indonesian students, 389, is much lower than the OECD's 489 in PISA 2018 (Kemendikbud, 2019).The results of previous studies revealed low understanding of students' concepts in science learning.Student understanding in solving problems related to fluid material is also still relatively low (Dhanil & Mufit, 2021a;Puspitasari et al., 2021).One of the recommendations from the Indonesian government for overcoming these problems is technology optimization.Because technology has an important role to increase student literacy (Kunina-Habenicht & Goldhammer, 2020).Therefore, appropriate media and teaching materials are needed to support students' scientific literacy.In addition, selecting learning models that emphasize investigation is part of efforts to support the mastery of scientific literacy.
Learning models in 21st-century education must accommodate changing times and student needs by utilizing technology, collaboration, and other 21stcentury skills to prepare students to become competent and highly competitive individuals in the global era.Learning models and approaches that are contextual and emphasize inquiry are part of efforts to support students' mastery of scientific literacy (Asrizal et al., 2018).
In addition, ICT media can be an effective teaching material and media in supporting students' scientific literacy.In today's digital era, ICT media such as videos, animations, simulations, and interactive games can make it easier for students to understand science concepts visually and interactively and motivate students to learn science in a more fun way (Mufit et al., 2023).ICT media also allows students to access more accurate information and expand their understanding of scientific phenomena in everyday life.
Research on students' mastery of science literacy needs to be investigated because technological advances should have a positive impact in supporting literacy mastery if it has been applied properly.Because, science literacy is a basic skill in explaining, investigating, and interpreting data from information in life.This ability becomes an important part of 21st century skills and soft skills that help in solving everyday problems through scientific knowledge acquired during learning.Preliminary analysis is needed to determine students' mastery of scientific literacy.Through this preliminary analysis, we can explore additional information that will help improve the quality of education and appropriate solutions to solve the problem.Therefore, the research aims to analyze students' physics scientific literacy on fluid materials.

Method
The type of research conducted is a survey with a quantitative descriptive approach.This study aims to analyze students' initial knowledge about students' scientific literacy and the implementation of learning in supporting the improvement of students' scientific literacy at SHS 6 Padang on fluid material.The stages in this study are presented in Figure 1.The first stage in this study is to collect data on mastery of science literacy using instruments in the form of science literacy tests about fluid materials.The science literacy test instrument consists of 20 complex multiplechoice questions that contain aspects of context, content and competence.There were 36 students who had learned fluid material and were tested using science literacy instruments to see their mastery of abilities.
The second stage, the test result data is data tabulation and data analysis.In quantitative data analysis, the data taken includes test results.The purpose of processing test result data is to understand students' scientific literacy abilities.The results of student mastery are calculated the number of true and false from each question item answered.The scores obtained by students are calculated based on percentage techniques such as Equation 1.

𝑆𝑐𝑜𝑟𝑒 =
ℎ      100% (1) After all the data is processed, and analyzed aspects of content, context, and competence.The next step is to group the results of students' mastery of science literacy and conclude based on predetermined criteria.The criteria for students' scientific literacy scores are presented in Table 1.

Result and Discussion
This test has 20 complex multiple-choice questions with contexts relevant to real problems.These problems are presented in the form of readings or texts supplemented with questions that must be answered based on the understanding of the text.According to the OECD (2018), scientific literacy has three interrelated aspects of the assessment framework: context, knowledge, and competence (PISA, 2019).
The context aspect leads students to recognize life situations related to global or national issues involving science and technology.Students are expected to understand that science has important value for individuals and society in improving the quality of life and developing public policies.The results of context aspects in scientific literacy tests are shown in Table 2. Based on the data in Table 2 informs that students' skills in studying physics phenomena in the environment are in a low category.Mastery of science and technology in life is in the low category.In addition, the context of real-world problems related to global hazards, health, and natural resources is in the low category.Overall, the average percentage of students' scientific literacy ability in the context indicator was 35.4%.This score belongs to the low category.
The knowledge aspect leads students to understand nature based on scientific knowledge, including knowledge of nature and science.The knowledge aspect refers to the content of the material discussed in a particular field.The results of content aspects in scientific literacy tests are shown in Table 3.Based on the data in Table 3 informs that there are 8 fluid material contents in the scientific literacy test.The results of mastery of students' scientific literacy in the content aspect have an average score of 35.7%.This score falls into the low category on all fluid materials.
In the problem, three scientific processes are tested: explaining phenomena with a scientific approach, evaluating and designing scientific investigations, and interpreting data and evidence scientifically.The results of students' mastery of scientific literacy on aspects of competence in the test are shown in Table 4. Based on Table 4 informs that students have not been able to explain scientific phenomena scientifically.In evaluating and drafting scientific investigations are still relatively low.In addition, students have not been able to interpret scientific data and evidence well.Overall, the average percentage of students' scientific literacy ability in the competency indicator was 35.3%.This score belongs to the low category.Overall, aspects of mastery of students' scientific literacy are shown in Figure 2. Based on the results of the scientific literacy test, which contains 3 aspects of the assessment framework in the form of complex multiple-choice questions, are in a low category in aspects of context, concepts, and competencies.The results of this study are supported by previous studies that obtained similar results.The assessment of students' scientific literacy includes aspects of context, content, processes, and attitudes in students that are relatively low in analyzing information related to real-world problems (Fakhriyah et al., 2017;Jamaluddin et al., 2019).Learning focusing on rote memorization impacts students' mastery of scientific literacy on physics material (Purwani et al., 2018).
Scientific knowledge is part of scientific literacy.Good mastery of scientific knowledge helps solve problems (Drummond & Fischhoff, 2017).The complete presentation of material based on real-world concepts helps improve students' scientific literacy (Henukh et al., 2021;Maxwell et al., 2017).The implementation of the learning process that emphasizes the context of daily life problems is the cause of students' low scientific literacy (Bellová et al., 2018).The presentation of physics learning materials based on aspects of scientific literacy is still rarely applied in learning (Effendi et al., 2021).
The low level of scientific literacy is caused by a lack of understanding of science learning, where teachers do not fully understand students' lack of scientific literacy.In terms of content, the low level of scientific literacy is caused by the science learning approach that is still focused on memorization, so students only memorize without really understanding the material they are learning (Jufri et al., 2016).This scientific literacy problem is a focus for teachers in aspects of the learning process (Sjöström & Eilks, 2018).Students only listen to explanations from teachers and learn science as a product that must be remembered, regardless of the process, attitude, and application.In addition, contextual aspects also affect the low literacy of science, where teachers do not fully relate the material to the student's environment (Alvina et al., 2022).
Scientific literacy requires not only an understanding of science concepts and theories, but also knowledge of general procedures and practices associated with scientific inquiry, as well as how these contribute to the advancement of science.In addition, the use of ICT in learning is needed in presenting more contextual learning more easily (Dhanil & Mufit, 2021b;Mufit et al., 2022;Rosidah et al., 2021).The use of ICT in learning can encourage improving students' scientific literacy (Hu et al., 2018).scientific literacy emphasizes mastery of understanding concepts and not just rote memorization (Amala et al., 2023).Learning that emphasizes inquiry can increase students' understanding of concepts in learning (Dirman & Mufit, 2022).Therefore, selecting strategies, models, approaches, media and the use of ICT in learning is needed to improve students' scientific literacy in presenting aspects of context, content and better competition.

Conclusion
Based on the results of the analysis of scientific literacy, students in the context aspect have an average score of 35.5%, in the content aspect have an average score of 35.7% with a low category, in the competency aspect have a value of 35.3% with a low category.Overall, the average scientific literacy of students at SHS 6 Padang on fluid material is in a low category.

Figure 2 .
Figure 2. Aspects of scientific literacy Figure 2 presents overall student literacy outcomes.Based on the results of the scientific literacy test, which contains 3 aspects of the assessment framework in the form of complex multiple-choice questions, are in a low category in aspects of context, concepts, and competencies.The results of this study are supported by previous studies that obtained similar results.The assessment of students' scientific literacy includes aspects of context, content, processes, and attitudes in students that are relatively low in analyzing information related to real-world problems(Fakhriyah et al., 2017;

Table 2 .
Context Aspects in Scientific Literacy Problems

Table 3 .
Content Aspect