Quantitative Descriptive Analysis of Science Curiosity in Science Learning Class V Elementary School
Keywords:
science curiosity, science learning, elementary school students, stretching, embracing, science practicesAbstract
Background: Science curiosity is an important scientific attitude in science learning because it encourages students to seek information, understand scientific phenomena, and engage actively in the learning process. However, research mapping the science curiosity profile of elementary school students based on indicators of stretching, embracing, and science practices remains limited.
Methods: This study uses a quantitative, descriptive approach. The research subjects consisted of 114 Grade V students from one of the elementary schools in Purwakarta Regency, selected using saturated sampling. Data were collected using a science curiosity questionnaire developed based on the Weible and Zimmerman indicators. Of the 30 items tested, 18 were declared valid, with a Cronbach's Alpha reliability of 0.796. Data were analyzed using descriptive statistics, including averages, percentages, standard deviations, and frequency distributions.
Results: The results of the study show that students' science curiosity is generally in the high category. A total of 4.39% of students were in the very high category, 57.02% in the high category, 34.21% in the medium category, and 4.39% in the low category. Based on the indicators, stretching obtained the highest average score (27.01), followed by embracing (18.34) and science practices (17.29). These findings show that students' curiosity is more developed in the exploration aspect of knowledge than in involvement in scientific investigation practices.
Conclusion: The findings indicate that elementary school students' science curiosity in science learning is generally in the high category. However, the science practice aspect still needs strengthening through learning activities that involve direct observation, experimentation, discussion, and scientific investigation.
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