Preparing Future Science Teachers: An Analysis of Scientific Literacy and Critical Thinking Skills of Biology Education Students
DOI:
https://doi.org/10.33394/j-ps.v14i3.21461Keywords:
Scientific literacy, Critical thinking skills, Prospective biology teachers, Needs analysis, Mixed-methodsAbstract
This study aims to analyze the profiles of scientific literacy and critical thinking skills (CTS) of prospective teachers in the Biology Education Program at Universitas Pendidikan Mandalika, and to identify the gap between current instructional practices and the conditions needed to more effectively support these competencies. A concurrent triangulation mixed-methods design was employed, integrating a scientific literacy test, a CTS test based on the Ennis framework, classroom observations, document analysis of syllabi and lesson plans, perception questionnaires, and semi-structured interviews. Participants comprised 64 undergraduate students from the third, fifth, and seventh semesters, selected through purposive sampling. The results indicate that students’ scientific literacy was at a moderate level (M = 67.03; SD = 7.97), as was their critical thinking (M = 65.23), with the higher-order indicators of evaluation and inference identified as the weakest dimensions. One-way ANOVA revealed statistically significant differences across semester cohorts for both scientific literacy (F = 4.273; p = 0.018; η² = 0.12) and CTS (F = 5.012; p = 0.010; η² = 0.14), with post-hoc analysis localizing these differences specifically between the third and seventh semester cohorts. Pearson correlation analysis showed a moderate-to-strong positive relationship between scientific literacy and CTS (r = 0.612; 95% CI [0.45, 0.74]; p < 0.01). Qualitative findings reveal that learning remains predominantly lecturer-centered, with limited integration of inquiry-based activities and socio-scientific issues and minimal evidence-based argumentation. Triangulation indicates that instructional design factors, rather than students’ inherent capacity alone, appear to be a primary contributor to the observed competency gap. These findings underscore the need to strengthen instructional design—particularly through the integration of inquiry-based learning, socio-scientific issue (SSI) frameworks, and evidence-based argumentation—to develop 21st-century competencies among prospective science teachers.
References
Afnan, R., Munasir, M., Budiyanto, M., & Aulia, M. I. R. (2023). The Role of Scientific Literacy Instruments for Measuring Science Problem Solving Ability. Ijorer International Journal of Recent Educational Research, 4(1), 45–58. https://doi.org/10.46245/ijorer.v4i1.271
Ahmed, S., Adjei-Opong, T., Heim, A. B., Noyes, K., Schmid, K. M., Couch, B. A., Stetzer, M. R., Senn, L. G., Vinson, E., Smith, M. K., & Treibergs, K. (2024). Open Resources for Biology Education (ORBE): A Resource Collection. Journal of Microbiology and Biology Education, 25(2). https://doi.org/10.1128/jmbe.00203-23
Anggraena, Y., Ginanto, D., Felicia, N., Andiarti, A., Herutami Indriyanti, H., Alhapip, L., & Setiyowati, D. (2022). Panduan pembelajaran dan asesmen kurikulum 2013: Pendidikan anak usia dini, pendidikan dasar, dan menengah. Pusat Kurikulum dan Pembelajaran. https://pustaka-sma.kemdikbud.go.id:4353/index.php?p=fstream&fid=157&bid=144#flipbook-pdf_collections/1/
Anggraeni, C., Permanasari, A., & Heliawati, L. (2022). Students’ Scientific Literacy in Chemistry Learning Through Collaborative Techniques as a Pillar of 21st-Century Skills. Journal of Innovation in Educational and Cultural Research, 3(3), 457–462. https://doi.org/10.46843/jiecr.v3i3.162
Anwar, P. I., Usmeldi, U., & Asrizal, A. (2023). Effects of STEM Integration in Science Learning on Critical Thinking and Creative Thinking Skills: A Meta-Analysis. Jurnal Penelitian Pembelajaran Fisika, 9(2), 231. https://doi.org/10.24036/jppf.v9i2.122493
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cantona, I. G. E., Suastra, I. W., & Ardana, I. M. (2023). HOTS Oriented Problem-Based Learning Model: Improving Critical Thinking Skills and Learning Outcomes of Fifth Grade Students in Science Learning. Thinking Skills and Creativity Journal, 6(1), 19–26. https://doi.org/10.23887/tscj.v6i1.61654
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research. https://collegepublishing.sagepub.com/products/designing-and-conducting-mixed-methods-research-3-241842
Demircioğlu, T., Karakuş, M., & Uçar, S. (2022). Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes. Science & Education, 32(4), 1165–1195. https://doi.org/10.1007/s11191-022-00369-5
Dewi, N., Listiaji, P., Akhlis, I., Kurniawan, I., Siswanto, & Widyaningrum, R. (2023). Project-based Laboratory Rotation Blended Learning Model to Train Students’ Critical Thinking and Collaboration in Physics Course. E3S Web of Conferences, 400. https://doi.org/10.1051/e3sconf/202340001023
Ennis, R. H. (2016). Critical Thinking Across the Curriculum: A Vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4
Erkacmaz, K. B., BAKIRCI, H., & Kara, Y. (2023). Effect of Inquiry-Based Laboratory Approach on Scientific Process Skills, Critical Thinking Skills, and Opinions of Ninth Grade Students: Cell Unit Example. Jurnal Penelitian Dan Pembelajaran Ipa, 9(2), 139. https://doi.org/10.30870/jppi.v9i2.19733
Firdaus, L., Ibrohim, I., Lestari, S. R., Masiah, M., Primawati, S. N., & Hunaepi, H. (2023). Quantitative Study on the Scientific Literacy Skills of Prospective Biology Teachers. Jurnal Penelitian Pendidikan Ipa, 9(1), 80–86. https://doi.org/10.29303/jppipa.v9i1.1891
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed). McGraw-Hill Humanities/Social Sciences/Languages.
García-Hernández, A., Muñoz‐Repiso, A. G., Martín, S. C., & González, M. C. (2022). Sustainability in Digital Education: A Systematic Review of Innovative Proposals. Education Sciences, 13(1), 33. https://doi.org/10.3390/educsci13010033
Heim, A. B., Esparza, D., Holmes, N. G., & Smith, M. K. (2023). Comparing Study Features Is Easy but Identifying Next Steps Is Hard: Evaluating Critical Thinking Through the Biology Lab Inventory of Critical Thinking in Ecology. Ecology and Evolution, 13(5). https://doi.org/10.1002/ece3.10071
Joachim, C., Hammann, M., Carstensen, C. H., & Bögeholz, S. (2020). Modeling and Measuring Pre-Service Teachers’ Assessment Literacy Regarding Experimentation Competences in Biology. Education Sciences, 10(5), 140. https://doi.org/10.3390/educsci10050140
Laelasari, I., & Maisyanah, M. (2022). Digital Literacy Level Analysis of Pre-Service Biology Teacher Integrated Islamic Values. Journal of Biology Education, 5(2), 108. https://doi.org/10.21043/jobe.v5i2.16446
Lawton, J. A., Prescott, N. A., & Lawton, P. X. (2018). From Gene to Structure: Lactobacillus Bulgaricus D‐lactate Dehydrogenase From Yogurt as an Integrated Curriculum Model for Undergraduate Molecular Biology and Biochemistry Laboratory Courses. Biochemistry and Molecular Biology Education, 46(3), 270–278. https://doi.org/10.1002/bmb.21114
Marton, F., & Säaljö, R. (1976). On qualitative differences in learning: I—Outcome and process. 46(1), 4–11. https://doi.org/https://doi.org/10.1111/j.2044-8279.1976.tb02304.xDigital Object Identifier (DOI)
Prachagool, V., Nuangchalerm, P., & Yawongsa, P. (2022). Digital Literacy of Pre-Service Teachers in the Period Time of COVID-19 Pandemic. Journal of Educational Issues, 8(2), 347. https://doi.org/10.5296/jei.v8i2.20135
Prayogi, S., Bilad, M. R., Ni Nyoman Sri Putu Verawati, & Asy’ari, M. (2024). Inquiry vs. Inquiry-Creative: Emphasizing Critical Thinking Skills of Prospective STEM Teachers in the Context of STEM Learning in Indonesia. Education Sciences, 14(6), 593. https://doi.org/10.3390/educsci14060593
Putri, D. K., & Rusmini, R. (2021). Hydrocarbon and Petroleum With SETS Approach Module to Train Students’ Critical Thinking Skills. Indonesian Journal of Science and Mathematics Education, 4(1), 12–24. https://doi.org/10.24042/ijsme.v4i1.7839
Rasis, R., Paidi, P., Suhartini, S., Kuswanto, H., & Hartanti, R. D. (2023). The Effect of Environmental Education Open Inquiry Learning Kits on the Environmental Literacy of Pre-Service Biology Teachers. Journal of Teacher Education for Sustainability, 25(1), 40–63. https://doi.org/10.2478/jtes-2023-0004
Ryder, E. F., Morgan, W., Sierk, M., Donovan, S. S., Robertson, S. D., Orndorf, H., Rosenwald, A., Triplett, E. W., Dinsdale, E. A., Pauley, M., & Tapprich, W. (2020). Incubators: Building Community Networks and Developing Open Educational Resources to Integrate Bioinformatics Into Life Science Education. Biochemistry and Molecular Biology Education, 48(4), 381–390. https://doi.org/10.1002/bmb.21387
Siew, N. M., & Mapeala, R. (2016). The Effects of Problem-Based Learning With Thinking Maps on Fifth Graders’ Science Critical Thinking. Journal of Baltic Science Education, 15(5), 602–616. https://doi.org/10.33225/jbse/16.15.602
Suwono, H., Mahmudah, A., & Maulidiah, L. (2017). Scientific Literacy of a Third Year Biology Student Teachers: Exploration Study. Kne Social Sciences, 1(3), 269. https://doi.org/10.18502/kss.v1i3.747
Weidman, B., & Salisbury, H. (2020). Critical Thinking in Health Sciences and How It Pertains to Sonography Education: A Review of the Literature. Journal of Diagnostic Medical Sonography, 36(3), 244–250. https://doi.org/10.1177/8756479320908216
Widiatmo, T., Jufri, A. W., & Jamaluddin, J. (2019). Analysis of Validation of Instruments to Measure Student’s Critical Thinking Ability and Science Literation. Jurnal Penelitian Pendidikan Ipa, 5(2), 212–218. https://doi.org/10.29303/jppipa.v5i2.272
Woodham, H., Marbach‐Ad, G., Downey, G., Tomei, E., & Thompson, K. V. (2016). Enhancing Scientific Literacy in the Undergraduate Cell Biology Laboratory Classroom. Journal of Microbiology and Biology Education, 17(3), 458–465. https://doi.org/10.1128/jmbe.v17i3.1162
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Taufik Samsuri, lda Bagus Putu Arnyana, Ketut Suma, I Wayan Suja, Made Hery Santosa, I Wayan Widiana
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution 4.0 International License.
