Determinant Factors of Scientific Literacy in Elementary School Science Learning

Science literacy is becoming an essential skill for students in the modern era to understand and participate in scientific and technological developments. This study explores the factors determining students' science literacy in learning Science in Elementary School. The research method used a quantitative method with an ex post facto approach. The population of this study was elementary school students in Jakarta, Indonesia, with a cluster random sampling technique helpful in determining a sample of 513 students. Data collection used a questionnaire instrument to obtain data related to the variables in this study. Data analysis used a structural equation model (SEM) with the help of the SMART-PLS 3.0 application program. The results explained that the significance value obtained was 0.000 (<0.05), indicating that students' science literacy skills have been positively and significantly influenced by various factors, both internal factors, including motivation, interest, and self-efficacy, as well as external factors including classroom climate, learning quality, and parental support. Likewise, understanding the factors that positively influence scientific literacy can equip teachers to approach science instruction more comprehensively and effectively, helping students enhance their conceptual understanding. By paying attention to these factors, teachers can also design learning models that are more conducive and supportive towards students' needs, thus providing the solution to improve science literacy at the elementary school level.