Learning Loss Analysis on Science Literacy for Elementary School Students in the Covid-19 Pandemic Ika Lestari (a*), Yurniwati (a), Imaningtyas (a), Arita Marini (a), Diah Merrita (b)
a) Universitas Negeri Jakarta
Jalan Rawamangun Muka, Jakarta Timur, 13220, Indonesia
*ikalestari[at]unj.ac.id
b) Sekolah Tinggi Bahasa Asing, LIA
Jl. Pengadegan Timur Raya No.3, RT.5/RW.2, Pengadegan, Kec. Pancoran, Kota Jakarta Selatan, Daerah Khusus Ibukota Jakarta 12770
Abstract
The Covid-19 pandemic has caused learning loss at all levels of education, including scientific literacy in the elementary school level. The purpose of this study was to identify and analyze scientific literacy indicators (from Sasseron & Carvalho (2008), Bybee (1997)) which were in the undeveloped category when learning loss occurred. The research method used is descriptive quantitative. The research sample was taken using simple random sampling technique. Data was collected by distributing scientific literacy tests and questionnaires to students for fourth grade in two schools, namely the Karawaci Baru 3 Public Elementary School Tangerang and the Al-Kautsar Integrated Islamic Elementary School, Cikarang as many as 65 students. Then, the data is analyzed using Descriptive Statistics with reference to the categorization norm. The results showed that the scientific literacy ability of elementary school students was still not developed because the learning model used by the teacher during distance learning was limited to the mastery of technology by the teacher, the participation of parents, and the infrastructure facilities owned by the students. The conclusion of this study is that the acquisition of scientific literacy skills in students is also influenced by the uniqueness of the school in internalizing science values in learning and learning activities when distance learning is carried out. The results of this study can be recommended for further research in developing a learning model that is able to overcome learning loss in scientific literacy, one of which is through an integrated mobile learning system.
Keywords: learning loss, science literacy, elementary school students
