A Study of Physics Scientific Literacy and Students’ Learning Independence in Three Subdistricts of East Lombok

Abstract

This study aims to analyze the physics science literacy and self-regulated learning of high school students in three sub-districts in East Lombok and their relationship. The research uses a descriptive quantitative method. Quantitative data were obtained through a physics science literacy test and a self-regulated learning questionnaire. A total of 91 students were selected using stratified random sampling. The results show that students' physics science literacy is at a moderate level with an average score of 49 (range 39–77). In terms of self-regulated learning, 38% of students were in the moderate category (score 36–54), and 2% were in the low category (score 18–35). Pearson correlation analysis revealed a positive relationship between physics science literacy and self-regulated learning, with a weak to moderate strength (r = 0.17–0.43; p < 0.05). Factors influencing both include the suboptimal use of learning materials, weak study habits, lack of parental support, and the ineffective implementation of self-regulated learning strategies. In conclusion, collaboration between teachers, schools, and parents is needed to create an environment that supports the improvement of science literacy and self-regulated learning among students.Penelitian ini menganalisis tingkat literasi sains fisika dan kemandirian belajar siswa di sekolah menengah atas di tiga kecamatan di Lombok Timur, serta hubungannya. Latar belakang penelitian ini adalah rendahnya pencapaian literasi sains siswa Indonesia, khususnya di Lombok Timur. Penelitian ini menggunakan metode kuantitatif dan kualitatif, dengan sampel sebanyak 91 siswa SMA yang dipilih melalui teknik stratified random sampling. Instrumen yang digunakan meliputi tes literasi sains fisika dan kuesioner kemandirian belajar yang mencakup motivasi, disiplin, inisiatif, dan tanggung jawab. Hasil penelitian menunjukkan bahwa tingkat literasi sains fisika siswa termasuk dalam kategori sedang, dengan rata-rata skor 49, sedangkan kemandirian belajar mereka juga berada dalam kategori sedang. Analisis korelasi Pearson menunjukkan adanya hubungan positif antara kemandirian belajar dan literasi sains fisika dengan kekuatan hubungan yang lemah hingga sedang. Faktor-faktor yang mempengaruhi keduanya antara lain pemanfaatan bahan ajar yang kurang optimal, kebiasaan belajar yang lemah, kurangnya dukungan orang tua, fasilitas yang terbatas, dan pelaksanaan strategi Self-Regulated Learning yang tidak efektif. Penelitian ini menyimpulkan bahwa kemandirian belajar memegang peran penting dalam meningkatkan literasi sains fisika siswa.