Physics’ Science Literacy Profile of High School Students in South Kalimantan

The science literacy skills of students in South Kalimantan have yet to be fully identified. Therefore, this study aims to analyze the profile of physics science literacy among senior high school students in South Kalimantan. This research is a quantitative study that utilizes a purposive sampling technique. The study subjects are senior high school students in each district/city in South Kalimantan, with one school selected as the sample from each district/city. The study includes a total of 13 schools with 502 students. Data were obtained through surveys and data collection using test instruments. The data were analyzed descriptively using the Rasch model in the Winstep application. The results of the study show that the physics science literacy skills of senior high school students are categorized as “sufficient,” and the quality of the test items and the reliability aspects of the instruments are good. The categorization of science literacy skills among students in each district/city varies. The categories consist of four classifications: “very high” and “high” categories include two districts, the “sufficient” category includes five districts, and the “low” category includes three districts. Based on the variable maps of students’ proficiency levels, they fall into the “sufficient” category. Therefore, it can be concluded that the profile of physics science literacy among senior high school students in South Kalimantan is categorized as “sufficient”.


Introduction
Scientific literacy is one of the skills needed in the 21 st century [1][2][3].The era of globalization, or what can also be called the 21 st century, has recently technology has developed rapidly [4][5][6].Besides that, human resources are also encouraged to be of higher quality.Quality human resources must be connected to the world of education [7,8].The demands of 21 st -century education aim to encourage students to be adaptable and have abilities that support them to be responsive to changes along with the times [9][10][11][12].By providing quality education, it will have a good impact on the achievement of a country's development [1,13,14].
To face the challenges of the 21 st century, the world community is preparing for the achievements of the Sustainable Development Goals (SDGs), which provide solutions for countries to become countries that produce educated people and can compete in the 21 st century [2,4,15].One of the goals of the SDGs is equity in the education sector.At this time, the Ministry of Education and Culture also formulated that the 21 st -century learning paradigm required students' expertise in finding sources of knowledge, formulating cases, thinking analytically, and working together in deciding a case [16].Scientific literacy is an individual's ability or awareness to understand science in the surrounding environment and convey scientific knowledge orally that will be sensitive to the surrounding environment and to himself [10,[17][18][19][20].In addition, scientific literacy can be interpreted as scientific skills and knowledge in being able to identify questions, acquire new knowledge, explain scientific phenomena, understand the characteristics of science, willingness to care about and be involved in issues related to science, draw conclusions based on facts, and awareness of how science and technology shape the natural, intellectual, and cultural environment [21,22].In addition, scientific literacy is important for students because understanding science fulfills personal needs and joy that anyone can share [1,23,24].
The level of students' scientific literacy ability can be determined through a test known as PISA (Program for International Student Assessment), which is an ongoing program that can provide useful insights into education policy-making and its implementation, helping to monitor trends in mastery of skills and knowledge in various countries and various sub-districts.-demographic groups in each country.PISA is a program published by the OECD (Organization for Economic Co-operation and Development) in 1997 to measure students' reading, mathematics, and science abilities.Scientific literacy, or reading in science, is essential information that is the focus examined in the PISA survey [15].PISA was attended by 79 countries and held every three years, where Indonesia took part for the first time in 2000.One of the main reasons that made Indonesia participate was the desire to understand the achievements of Indonesian students compared to international standards of other countries in facing similar challenges [15].Several studies have been conducted to determine the scientific literacy profile of students, both at the junior high school and senior high school levels [9,15,.
In the previous study [46] conducted in the city of Banjarmasin, the scientific literacy measurement test instrument developed was valid and reliable.This test instrument was ready to be used for further research carried out by researchers because this study [46] had yet to implement the test instrument widely.So, it is necessary to implement it to determine the level of scientific literacy of students.Various studies have attempted to identify students' scientific literacy, especially regarding physics.One way to measure students' scientific literacy is by conducting field surveys to determine students' scientific literacy abilities [15,[25][26][27][28][29][30][31].However, research has yet to be found that analyzes the profile of scientific literacy, especially physics, in South Kalimantan.
This research focuses on analyzing the scientific literacy profile of high school students in South Kalimantan.Many methods are used in analyzing data obtained through surveys, one of which is by using the Rasch Model in analyzing the data obtained because the Rasch model has one of its features which displays a map containing the distribution of abilities of students/respondents and the distribution of item difficulty levels with the same scale.In other words, this map is known as a Variable Map [34].Thus, students lack achievement in explaining phenomena scientifically, evaluating and designing scientific investigations, and interpreting and proving data scientifically.

Method
The type of data used in this research is descriptive.Descriptive research is research that is intended to describe situations precisely and accurately.The research conducted is quantitative research, namely research that examines certain populations or samples and random data collection with data collection in the form of instruments and statistical data analysis.The type of research conducted was a survey, and data collection was carried out using test instrument sheets.This research was conducted from February 2023 to June 2023.The research was carried out in 13 high school equivalents in South Kalimantan.In measuring scientific literacy, students will be given a question test.The ability of students' scientific literacy can be seen from the person measures on the output data of the Rasch model, where the data on the ability/ability of students' scientific literacy is used to identify student's ability level in answering questions.The consistency of students' answers and the quality of the items can be seen in the Rasch Model output data for the Person Reliability and Item Reliability sections.Person Reliability is measuring the consistency of answers from students who take the test.Item Reliability itself measures the quality of the items based on student answers.
The ability of students can also be seen through the average total score obtained.The Mean Total Score is the average of the overall scores of the test instruments, with the maximum total score used being 30.The mean person measure analysis in this section will provide information about the average individual ability in each district or city, namely, to identify the level of student ability in answering questions.On the right is the distribution of student abilities, while on the left is the distribution of item difficulty levels, Figure 1.

Analysis of scientific literacy profiles of high school students in South Kalimantan
The ability of students' scientific literacy itself can be known from observing their ability to solve the physics problems that have been given.The physics questions that have been given in this study have the consistency of students' answers in the sufficient category, but the reliability value and Cronbach alpha value are included in a very high category, meaning that the instruments used can be used many times to make measurements will give almost the same results and equal.By knowing the profile of students' scientific literacy, it can be seen that the appropriate handling in overcoming the deficiencies that exist in learning improves students' scientific literacy abilities.

Categorization of each district/city
Students whose ability to solve questions in the sufficient category based on Table 1 were filled in by five districts, namely those in Batola, Banjar, Tanah Laut, Tanah Bumbu, and Tabalong districts, which had a logit value between -1.21 to -0.28.This category is the average ability level of high school students in South Kalimantan because this category has the largest number of districts/cities that occupy this category.In Table 3, there are also students whose ability to solve questions in the low category is filled by three districts, namely the districts/cities of Banjarmasin, Banjarbaru, and Hulu Sungai Tengah, which have a logit value below -1.21.

Profile of scientific literacy based on variable maps (wright map)
The Maps variable on (Wright Map) describes the distribution of subject abilities and the distribution of item difficulty levels with the same scale on the right side is the distribution of student abilities while the left side is the distribution of item difficulty levels.This map sorts from the highest category at the top to the lowest category at the bottom.Based on Figure 1, in general, the scientific literacy skills of high school students in South Kalimantan are in the sufficient category, which is in accordance with Table 3.If we look at the level of scientific literacy ability of students, based on the district, the category that often appears is sufficient.In addition to filling in the sufficient category, high school students in South Kalimantan are also divided into low, high, and very high categories.First, the right side of the map, which shows students' scientific literacy abilities/abilities, contains letters as the code for each district, followed by numbers where the numbers indicate the serial number of students [47].Students who have very high ability categories are shown at the top of the map.Based on Figure 1, the highest ability is occupied by eight students, indicated by the codes G246, G260, G263, G266, G275, G278, G281, and G287, with a logit value of +2.This shows that students can answer scientific literacy questions very well.While students who occupy the very high category are not only eight students but also followed by 20 students who also have very high abilities.All students in this section have a higher ability level than all the difficulty levels of the questions given, where the left side of the map shows the difficulty level of the questions.This means that students will get the maximum value that can be obtained.In this category, students with code G are dominated, which means they are in the Hulu Sungai Selatan Regency.This is in accordance with Table 3, which shows that in this district, students have very high scientific literacy abilities.Figure 1 also shows students in the high category, which is dominated by students with code H followed by codes J and M, which shows H as Hulu Sungai Utara Regency, J as Kota Baru Regency, and M as Tapin City Regency with an average logit value from 0 to +1.In this category, students also have high scientific literacy skills, especially in code H, because they dominate this category.In code H, it is in the very high category, while the average student in Hulu Sungai Utara is included in the very high category.This is appropriate based on Table 3. Students in codes J and M themselves have scientific literacy abilities in the high category.Furthermore, the moderate category level, which can be seen in Figure 1, is the area most occupied by students.In this category, if the average is occupied by code C as Batola Regency, D as Banjar Regency, E as Tanah Laut Regency, K as Tanah Bumbu Regency, and L as Tabalong Regency.In this category, the average logit value of students is between -1 to 0, which indicates that students' literacy skills are in the sufficient category.Based on Figure 1 in the low category, where, the logit value is between below -2 to below -1, which means that there are students with literacy skills belonging to the low category.Students in this category are filled by districts with code A as Banjarmasin City, B as Banjarbaru City, and F as Hulu Sungai Tengah District.
In Figure 1, this map can also be seen the level of difficulty of the item questions on the left.Each item is given a code, namely B as interpreting data and scientific evidence, code E as evaluating and designing scientific investigations, and code F as explaining scientific phenomena.The level of difficulty of these items is also sorted from the very high category of items to the lowest category.In that section, questions with code B10 are questions with the highest difficulty.Questions with code B10 are questions that contain aspects of competence in interpreting data and scientific evidence.The next level is followed by questions B3 and F7, which are questions of interpreting data and scientific evidence, for B3 and F7, which are questions of explaining scientific phenomena.In this section, the questions can be solved by students who have high and very high scientific literacy skills.Whereas the questions with codes B9, F8, E6, F4, and F2 are at a sufficient level, if seen in Figure 1, this section is the most questions that can be answered by students.As found in the literature review, the item difficulty level is estimated from the proportion of the test taker population that successfully completes the item correctly.An item can have a high level of difficulty because it tests knowledge that most students don't know.So, based on Figure 1, the level of scientific literacy ability of students is included in the sufficient category where the instrument questions used can be answered by almost all students.

Conclusion
The students' scientific literacy ability profile of high school in South Kalimantan is included in the sufficient category.Based on the categorization in each city and district, the students' scientific literacy ability in high school in South Kalimantan has different levels, starting from low, moderate, high, and very high categories.The scientific literacy ability of high school students in South Kalimantan at a very high level consists of 2 districts, filled with Hulu Sungai Selatan and Hulu Sungai Utara districts.The scientific literacy skills of high school students in South Kalimantan with students who could solve questions in the high category consist of 2 districts in Kota Baru and Tapin districts.The students' scientific literacy ability in high school in South Kalimantan is in the sufficient category, consisting of 5 districts in Batola, Banjar, Tanah Laut, Tanah Bumbu, and Tabalong districts.The scientific literacy skills of high school students in South Kalimantan with the ability to solve problems in the low category consist of 2 districts in the districts/cities of Banjarmasin, Banjarbaru, and Hulu Sungai Tengah.The students' scientific literacy ability in high school in South Kalimantan in the image of the distribution of abilities of students/respondents and the distribution of item difficulty levels with the same scale (Variable Maps) shows that the level of students' scientific literacy ability is included in the sufficient category where the instrument questions used can almost be answered by all students.The results of this study can be implied to be one of the references in determining how learning strategies and patterns can improve and strengthen students' scientific literacy.The limitation of this study is that the number of schools representing each district/city is still very minimal, namely, only one school in each.Then, it is recommended for further research for a larger sample, as well as specifically describing profiles in other regions/cities.

Table 1 .
Categorization of the mean total score.This research has been conducted in 12 SMA and 1 SMK in South Kalimantan.Based on the results of data collection using a purposive sampling technique and analysis using the Winstep application, Table2shows the scientific literacy profile of students through a summary statistical analysis of the output of the Winstep application which contains the average of students' scientific literacy ability (Mean Person Measure), Consistency Category of Student Answers and Quality of Question Items (Person Reliability & Item Reliability) ), Overall Instrument Reliability Criteria (Cronbach Alpha), and Categorization based on Average Total Score (Mean Total Score)

Table 2 .
Summary of statistical analysis.

Table 3 .
Categorization of each district/city.