Analysis of Eleventh-Grade Students’ Scientific Literacy Skills on Wave Topics

Abstract

This study departs from a fundamental question regarding the level of scientific literacy skills of eleventh-grade students on the topic of sound waves and the factors that influence them. The researcher positions scientific literacy as an essential competency in 21st-century physics learning that not only encompasses conceptual understanding, but also the ability to think critically and apply knowledge in real-world contexts. This study employed a descriptive quantitative approach using a validated scientific literacy test instrument administered to 30 students. Data were analyzed using descriptive statistics to determine the category levels of scientific literacy. The results indicate that students' scientific literacy skills fall within the sufficiently high category, with a mean score of 67.22. Most students were able to understand basic scientific concepts; however, they were not yet able to integrate and apply these concepts optimally in complex situations. These findings suggest that students' higher-order thinking skills still need to be enhanced through more innovative and contextual learning strategies.