Nining Sahara H.A. Rawe, Siti Zubaidah, Hendra Susanto
Science literacy plays an important role in supporting 21st-century skills. Science literacy in biology refers to students' skills to understand biological concepts, use scientific understanding to solve problems, and make responsible decisions related to biological issues relevant to everyday life. Through the argumentation process, it is expected that individuals will be trained to seek evidence, analyze information, and build a deeper understanding of science (science literacy). This study aims to determine the relationship between science literacy and students' argumentation ability, especially biology subjects on environmental change material. The instruments used were multiple choice test questions from the OECD Science Literacy İnstrument (2019) and Toulmin Argumentation Pattern (TAP) model essay questions through indicators of argumentation skill levels according to Osborne, Eduran, & Simon (2004). The research method used quantitative research with correlation statistical tests. A total of 51 students of tenth-grade SMA Negeri 6 Malang were selected as samples in this study. The results showed that the average science literacy was 42.8% with a very low category. The results of the description of each indicator, among others, explaining phenomena scientifically scored 46% with a low category, evaluating and designing scientific investigations scored 34% with a very low category, and interpreting data and evidence scientifically scored 47% with a low category. The argumentation results also show comparable to the results of science literacy which is 27.7% with a very low category based on the Toulmin Argumentation Pattern (TAP) indicators and shows that the level of students' argumentation Ability is still at level 1-2. The correlation test results show a value of 0.958 (Pearson correlation) with a significance value of 0.000 <0.05 which means that there is a positive relationship between science literacy and argumentation ability. This finding indicates that strengthening science literacy in biology learning is not only important for concept understanding but also crucial in shaping students' critical thinking and argumentative ability. © ICRES 2025.All rights reserved.
State University of Malang, Indonesia
