Concept acquisition and scientific literacy of physics within inquiry-based learning for STEM Education

This research to describe the acquisition of concepts and scientific literacy of students, especially in physics material, namely Newton’s Law, in inquiry-based learning for STEM education. This research is non-experimental research with descriptive and correlational approaches. The concept acquisition of students is explored based on Bloom’s Taxonomy indicators and scientific literacy is explored based on 3 dimensions, namely the dimensions of content, context, and competence. The research sample was 34 high school grade X students in East Java Indonesia who were determined by purposive sampling technique. Data obtained from opened ended and observation questions. Data were analyzed with descriptive statistics and product-moment correlation (r = 0.88). The results showed that the acquisition of Physics concepts in C3 level students (medium category) 14.70%; C4 level (high category) 47.06%; and the C5 - C6 level (very high category) 38.23%. Whereas students’ scientific literacy in the context category was 34%, content 52%, and competence 14%. Students who have good concept acquisition, they have good scientific literacy tendencies.


Introduction
Newton's Law is the law of science put forward by Sir Issac Newton regarding the law of motion [1]. The material of Newton's Law equation, especially the sub material about motion is difficult. Difficulties experienced by students in learning Newton's Law include students having difficulty understanding concepts and understanding questions [2], student difficulties are also due to a large number of formulas that must be memorized and understood, so students often experience concept errors [3; 4; 5; 6; 7] Physic misconceptions on Newton's Law material about the motion experienced by students are caused by students lacking the acquisition of concepts [8].
The acquisition of physical concepts is one's ability to understand scientific processes and process information scientifically and meaningfully. The acquisition of concepts also reflects broad and functional acquisitions of science [9; 10] The aspect of concept acquisition intended in this research corresponds to the level of remembering, understanding, applying, analyzing, evaluating, and creating [11]. The acquisition of this concept can illustrate a person's ability to think in formulating strategies.
Strategy development can describe students' scientific literacy. Students who have high concept acquisition can solve problems, both physically and mathematically, and students who have low concept acquisition will have difficulty in solving problems [12]. Scientific literacy can identify the ability of students to use scientific knowledge, identify problems, draw conclusions and changes that occur in nature [13]. Scientific literacy can be measured through four aspects, namely: science content, science processes, science competencies, and science context [14]. The content aspect of scientific literacy refers to the key concepts needed to understand phenomena [15]. The science process is used to answer a question in solving problems [16], [24]. The context of science directs students to recognize situations in life that involve science and technology. In the aspect of scientific competence, students can identify scientific issues, explain scientific phenomena, and use scientific evidence [14]. Evaluation of scientific literacy gives attention to the cognitive and affective aspects of students [17].
The purpose of this research is to explore the acquisition of concepts and scientific literacy in Newton's Law material. Scientific literacy assessment is obtained after conducting an assessment stage of concept acquisition [12; 18]. The acquisition of student concepts can be grown through inquirybased learning for STEM education. Scientific literacy of students can be known after the exploration of the acquisition of concepts owned by students. The presence of problems in schools and the potential for solutions to inquiry-based learning in STEM education makes research necessary to explore the acquisition of student concepts so that scientific literacy is known in Newton's Law material.

Method
This research is non-experimental research with a descriptive and correlational approach. This type of research is used to explore the acquisition of concepts and scientific literacy to 34 students in East Java, Indonesia. The aspects measured in concept acquisition and scientific literacy are presented in Table 1 and 2. Data collection is done by tests and observations. Data acquisition concepts and scientific literacy scores were analyzed using quantitative descriptive analysis. This analysis is presented in the form of average, standard deviation (SD), maximum score, minimum score, lowest score, and highest score. The relationship between the two was analyzed using Pearson product-moment analysis.

RESULT a. Exploration of Concept Acquisitions
Based on the data, the results of the descriptive analysis of students' concept acquisition are presented in Table 3.   Scientific literacy data were analyzed based on context, content, and competency dimensions, which are presented in Figure 1.

c. Relationship of Concept Acquisition-Scientific Literacy
Correlation analysis of the relationship between concept acquisition and scientific literacy was measured using the formula r xy . This aims to prove that there is a significant relationship between concept acquisition and scientific literacy of Grade X students of Natural Sciences. Explanation of correlation analysis using the r xy correlation formula is presented in Table 6. This means that the hypothesis stating the relationship between concept acquisition and scientific literacy is accepted

DISCUSSION
The results showed that the acquisition of students' physics concepts in inquiry-based learning for STEM education became better. The acquisition of student physics concepts is important and must be had by students when solving problems [19]. The acquisition of concepts is defined as the ability of a person to express a particular object again. Concept acquisition can make students define concepts  [20]. The acquisition of low physics concepts has become a major problem in learning [21]. Existing knowledge does not just happen, students get relevant knowledge through some combination of formal and informal activities. The formulation of these strategies can describe students' scientific literacy [18].
Based on the results of data analysis, scientific literacy uses the dimensions of content, students have the largest percentage, which is 52%. This indicates that students have been able to analyze the relationship between the problems they have known with the knowledge received [17]. Students are generally able to recognize concepts, principles correctly, but their understanding is very limited to the aspect of definition so that students have difficulty in solving problems. This is obtained from the test results that students only know certain concepts or laws, but cannot explain in detail about the reasons, relationships, and applications in daily life.
Students who understand the natural phenomena around by using their knowledge show that these students can apply their knowledge [22], [24]. Scientific literacy is part of the competencies achieved in inquiry-based learning for STEM education. Inquiry-based learning for STEM education is a breakthrough in learning that can improve students' scientific literacy [23], [25]. Through scientific literacy, students are expected to become individuals who are broad-minded by considering aspects of context, content, competencies, and attitudes in decision making, so students can solve problems and solve them in real life].
Scientific literacy exploration of students can be done by instructing students to make an understanding of the concept, apply, analyze, synthesize, and conclude it according to the data obtained. Besides, inquiry-based learning support in scientific literacy mapping teaches students to understand and evaluate concepts that are provided independently and are discussed in groups. Students conduct investigations in daily life and convey the results in the form of projects.
This shows that the advantages of inquiry-based learning in STEM education can develop students' scientific literacy and think in decision making. The results of this research indicate that inquiry-based learning in STEM education can help students understand each dimension in scientific literacy. Students can recognize life situations that involve science and technology, understand the natural surroundings with knowledge, identify scientific issues, explain phenomena and draw conclusions based on evidence [17].

CONCLUSIONS
This research concludes that students' scientific literacy is in the dimension of content, where students, in general, can recognize concepts, principles, theories or scientific law correctly but their understanding is on average up to the C3 -C4 level. Exploration of concept acquisition is needed to improve students' scientific literacy. This research can be further developed because this research only explores the acquisition of students' scientific literacy concepts and their relationship to inquiry-based learning for STEM education so that further research is needed that can measure other aspects of learning assessment based on different variables.