Analisis Kemampuan Sains Siswa SD

Analysis of Elementary School Students' Science Skills

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan sains siswa sekolah dasar di Indonesia melalui tinjauan literatur sistematis. Jenis penelitian yang digunakan adalah literature review dengan pendekatan kualitatif deskriptif. Sumber data diperoleh dari 11 artikel jurnal ilmiah, prosiding konferensi, dan dokumen kebijakan pendidikan yang diterbitkan antara tahun 2021 hingga 2025, yang dipilih berdasarkan kriteria inklusi spesifik melalui basis data ERIC, Google Scholar, Scopus, dan portal jurnal nasional terakreditasi. Teknik pengumpulan data dilakukan melalui pencarian literatur sistematis menggunakan kata kunci "kemampuan sains siswa SD", "literasi sains", "science literacy elementary school", dan "keterampilan proses sains". Teknik analisis data menggunakan analisis konten kualitatif dengan tahapan identifikasi, skrining, evaluasi kelayakan, dan sintesis temuan dari berbagai studi empiris. Hasil penelitian menunjukkan bahwa 72,7% studi melaporkan kemampuan literasi sains siswa berada pada kategori rendah hingga sangat rendah (46,93% -52,6%), dengan hanya 27,3% studi menunjukkan kategori sedang atau cukup. Analisis aspek literasi sains mengungkapkan bahwa siswa memiliki kemampuan baik pada pengetahuan sains (79,23%), namun lemah pada proses sains (43,08%) dan sikap ilmiah (60,26%). Indikator terendah meliputi merancang percobaan, menginterpretasi data, dan menggunakan bukti ilmiah. Faktor penyebab meliputi orientasi pembelajaran hanya sampai pada level hafalan, keterbatasan sumber belajar (LKS dan buku paket), rendahnya kapasitas guru dalam memahami literasi sains, serta minimnya minat dan kesiapan belajar siswa. Kemampuan sains siswa SD di Indonesia masih mengkhawatirkan dan memerlukan intervensi holistik melalui perubahan paradigma pembelajaran berbasis inkuiri, diversifikasi sumber belajar kontekstual, peningkatan kapasitas guru, dan integrasi literasi sains dengan literasi dasar lainnya.

This study aims to analyze the science capabilities of elementary school students in Indonesia through a systematic literature review. A qualitative-descriptive literature review approach was employed. Data were sourced from 11 scientific journal articles, conference proceedings, and education policy documents published between 2021 and 2025, selected based on specific inclusion criteria from databases such as ERIC, Google Scholar, Scopus, and accredited national journal portals. Data collection involved a systematic literature search using keywords such as "elementary student science capabilities," "science literacy," and "science process skills." Data analysis utilized qualitative content analysis, comprising stages of identification, screening, eligibility evaluation, and synthesis of findings from various empirical studies. The results indicate that 72.7% of the studies reported students' science literacy capabilities as falling within the low to very low categories (46.93%–52.6%), while only 27.3% showed moderate or adequate levels. An analysis of science literacy aspects revealed that students possessed good capabilities in scientific knowledge (79.23%) but were weak in scientific processes (43.08%) and scientific attitudes (60.26%). The lowest-performing indicators included designing experiments, interpreting data, and using scientific evidence. Contributing factors included an instructional orientation limited to rote memorization, limited learning resources (such as student worksheets and textbooks), low teacher capacity regarding science literacy, and a lack of student interest and readiness to learn. Conclusion: The science capabilities of elementary school students in Indonesia remain concerning and require holistic intervention through a shift toward inquiry-based learning paradigms, the diversification of contextual learning resources, teacher capacity building, and the integration of science literacy with other foundational literacy skills.