Sie sind auf Seite 1von 8




Haryanti Putri Rizal, Parsaoran Siahaan, Galuh Yuliani, Hasri

International Conference on Mathematics, Science, Technology,

Education and Their Application
Science Concept
Scientific Literacy
Education Decision Making Improved by
Goal Integration of

Gender Knowledge Influence by

Quality of
c Decision
Instrument Test Data Analyze

Science Knowledge Test Decision making ability and science

knowledge of male and female was tested
using independent t – test for small sample.
Decision Making Test
correlation of decision making ability and
science knowledge was analyzed using
product moment (Pearson).

How science knowledge able to explain

decision making ability between male and
female students was calculated by using
coefficient determination.
Result and Discussion
Decision making ability of male and female
the issue given is closely related
Pre-test Average (%) Post-test Average (%) N-gain
Indicator to student’s environment, as the
Male Female Male Female Male Female
result student will be able to
44,44 41,97 64,19 74,07 determine various alternatives to
43,21 40,74 65,43 74,07
1a 0,33 0,57 make decisions from the issues
38,27 58,02 54,32 82,72
41,97 46,91 61,31 76,95
given. The result is in line with
3b 41,97 60,49 74,07 83,95 0,55 0,59 the concept of long-term
4c 25,92 40,74 49,38 65,43 0,32 0,42 memory that it is important to
5d 32,09 40,74 64,20 75,31 0,47 0,58 give training in several stages
Highest 41,97 46,91 74,07 83,95 where information or ability used
Lowest 25,92 40,74 49,38 65,43 in short-term memory must be
Average 35,49 47,22 62,24 75,41 0.42 0.54 raised and repeated so that the
a Identify problem skill is firmly stored in long-term
b Determine alternatives solution
memory [20]
c Analyse pros and cons Medium category
d Making decision
Recapitulation of collecting information indicator Comparison of pre-test, post-test and N-gain of science
knowledge male and female student.
No Group Average Pre-test Average Post-test Average N-gain
1 Female 76,39 Concept Fem
Male Female Male Female Male
2 Male 70,83 ale
1 48,16 55,57 76,56 81,48 0,55 0,58
2 44,22 59,23 81,50 85,19 0,67 0,64
3 66,71 66,74 81,48 85,22 0,44 0,56
It is necessary to be able to consider relevant or 4 62,96 62,96 81,48 77,78 0,50 0,40
irrelevant information and the reliability of 5 40,74 48,15 70,37 74,07 0,50 0,50
information sources in collecting information. Average 52,56 58,53 78,28 80,75 0,53 0,54
The working group, influences the information Medium category
obtained by students. Better collaboration
between group members can improve the ability
of student groups to collect information. According to Gallagher although male and female
have differences in physical, emotional, and intellectual
development, there is no evidence related to academic
achievement. Academic achievement cannot be
explained through biological differences. Social and
cultural factors are the main reason that causes
differences in academic achievement.
Relationship of science knowledge and decision making

Average of Science Average of science Average of decision Average of decision

Knowledge pre-test knowledge post-test making pre-test making post-test

Male Female Male Female Male Female Male Female

52,56 58,53 78,28 80,75 35,49 47,22 62,24 75,41
N-gain Male = 0,53 N-gain Female = 0,54 N- gain Male = 0,42 N-gain Female = 0,54

The results of correlation analysis revealed the value of the

correlation between science knowledge and decision making is
The results of coefficient determination between
0.264 which means the relationship between science knowledge
science knowledge and decision making
and decision-making is in the low category,
obtained 6.978% which indicates decision-
making ability is determined by science
knowledge 6.978%, the remaining 93.22% is
The r value is positive, meaning the higher science knowledge determined by other variables which is not
of students, the better decision-making ability or unidirectional examined.
• There is no difference in improvement of students’ decision making ability
based on gender.
• Decision-making ability after implementation of SSI obtained in the
medium category (male 0.42 and female 0.54) and science knowledge in
the medium category (male 0.53 and female 0.54).
• The correlation between the two domains shows that there is no significant
positive correlation between the increase in science knowledge and the
improvement of students' decision-making abilities. Decision-making
ability is determined by science knowledge 6.978% and the remaining
93.22% is not examined in this study. Other variables can be in the form of
intuition, emotion, personal experience, moral, belief etc.