Study correlation between science literacy and reading literacy: A study on prospective elementary teachers as an implementation of SDGs

Neneng Sri Wulan; Sofyan Iskandar; Yayan Nurbayan; Hisny Fajrussalam; Nenden Permas Hikmatunisa; Tiara Yogiarni; Hun Ravy; Nurdiansyah Nurdiansyah

doi:10.31893/multirev.2026017

Keywords:

education for sustainability

science and reading integration

interdisciplinary

Abstract

This research investigates the connection between scientific literacy and reading literacy among prospective elementary school teachers in Indonesia. Both scientific and reading literacy are crucial competencies for enhancing educational standards and tackling global challenges, as outlined in the Sustainable Development Goals (SDGs). These skills are vital for preparing future elementary school teachers to address international educational demands and contribute meaningfully to achieving the SDGs. Nevertheless, Indonesia's performance in these areas remains a concern, with below-average results in international assessments such as PISA, underscoring the pressing need for improvement. This study utilizes a quantitative correlational methodology to analyze the relationship between scientific and reading literacy. Data were gathered through standardized questionnaires completed by 158 participants from various teacher education institutions across Indonesia. The results indicate that the average reading literacy score (67.8) surpasses the average scientific literacy score (61.9), highlighting an imbalance in competency levels. Further statistical analysis reveals a significant positive relationship between the two literacies, indicating that stronger reading skills enhance scientific understanding. These results underscore the importance of implementing comprehensive strategies to improve literacy in teacher education programs. Bridging these gaps is essential for equipping future educators to meet the challenges of modern education. Efforts should prioritize the development of both scientific and reading literacy to ensure balanced and integrated skill growth. Aligning these initiatives with national and international educational priorities will help drive sustainable advancements in education quality.
References
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28. Utami, S. D. (2020). Mantra (traditional game): Android-based application as a means of cultivating character education through preserving national culture. Proceedings of the National Symposium & Conference Ahlimedia, 1(1), 67–78. https://doi.org/10.47387/nasca.v1i1.19.
29. Wola, B. (2023). Digital literacy of prospective elementary school teachers at STKIP Persada Evav Tual after the COVID-19 pandemic. Pedagogika: Journal of Pedagogics and Educational Dynamics, 11(2), 244–255. https://doi.org/10.30598/pedagogikavol11issue2page244-255.
30. Yulian, R. (2023). Training on developing a flipped classroom based on higher-order thinking skills (HOTS) and an independent curriculum for the Kubu Raya Regency High School English Language MGMP. Abdi Human Journal, 10(3), 1647–1657. https://doi.org/10.29303/abdiinsani.v10i3.1085.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Wulan, N. S., Iskandar, S., Nurbayan, Y., Fajrussalam, H., Hikmatunisa, N. P., Yogiarni, T., Ravy, H., & Nurdiansyah, N. (2025). Study correlation between science literacy and reading literacy: A study on prospective elementary teachers as an implementation of SDGs. Multidisciplinary Reviews, 9(1), 2026017. https://doi.org/10.31893/multirev.2026017

[1] Angriani, A. D., Ruslan, R., & Tampa, A. (2023). Development of teaching materials to train students' geometry literacy skills. Himalayan Journal of Humanities and Cultural Studies, 4(2), 31-38.

[2] Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663-672. https://doi.org/10.1002/trtr.1993.

[3] Fortus, D., Lin, J., Neumann, K., & Sadler, T. D. (2022). The role of affect in science literacy for all. International Journal of Science Education, 44(4), 535-555. https://doi.org/10.1080/09500693.2022.2036384.

[4] Freebody, P., & Luke, A. (1990) Literacies programs: debates and demands in cultural context. Prospect: an Australian journal of TESOL, 5(3), 7-16.

[5] Hadiansah, D., & Sauri, R. (2021). The reading-writing literacy movement (GLBT) in building a literate school ecosystem (ESL) in high schools in Garut Regency. Salaka Journal: Journal of Indonesian Literature and Culture, 3(1), 37–43. https://doi.org/10.33751/jsalaka.v3i1.3319.

[6] Hamimah, H., Hilmi, L., Akmal, A., Kenedi, A., & Arwin, A. (2022). Training to increase the capacity of elementary school teachers in developing ethno-social-based electronic storybooks. UPI YPTK Scientific Magazine, 29(2), 85–90. https://doi.org/10.35134/jmi.v29i2.119.

[7] Hardiyanti, W. M. (2022). Implementation of a reading literacy habituation journal at SMP Negeri 1 Mojogedang. Literacy: Journal of Indonesian Language and Literature and Learning, 6(2), 268. https://doi.org/10.25157/literasi.v6i2.7901.

[8] Hidayah, V. N., & Yuliawati, F. (2021). 2013 thematic curriculum within the framework of sustainable development goals in elementary schools. Eduhumaniora: Cibiru Campus Basic Education Journal, 13(2), 162–171. https://doi.org/10.17509/eh.v13i2.35824.

[9] Ibrohim, B., Ilma, T., Arifin, M. N., & Salim, H. (2022). Involvement of academics and parents in the preparation and implementation of basic literacy programs. Zadama: Journal of Community Service, 1(2), 159–165. https://doi.org/10.56248/zadama.v1i2.36.

[10] Irmanto, Y., Utina, R., & Ahmad, Y. (2021). Students' scientific literacy abilities in ecosystem material at SMA and Madrasah Aliyah, Bolano Lambunu District. Damhil Education Journal, 1(2), 46. https://doi.org/10.37905/dej.v1i2.1169.

[11] Irsan, I. (2021). Implementation of scientific literacy in science learning in elementary schools. Basicedu Journal, 5(6), 5631–5639. https://doi.org/10.31004/basicedu.v5i6.1682.

[12] Johanes, V. E., Suroyo, S., & Budiastra, A. A. K. (2022). Analysis of the relationship between school principal leadership style and digital literacy with elementary school teacher performance. Basicedu Journal, 6(2), 2793–2801. https://doi.org/10.31004/basicedu.v6i2.2471.

[13] Juliana, E. (2023). Analysis of the implementation of STEM education in several countries. Catalyst: Journal of Chemical Research and Chemical Education, 6(1), 7–14. https://doi.org/10.33059/katalis.v1i6.7940.

[14] Khusna, S., Mufridah, L., Sakinah, N., & Annur, A. F. (2022). Literacy movement in increasing elementary school students' interest in reading. Dawuh Guru: Journal of MI/SD Education, 2(2), 101–112. https://doi.org/10.35878/guru.v2i2.454.

[15] Kurniawan, W., & Hidayati, T. (2022). The relevance of cultural education for Indonesian education in facing the digital era. Gema Wiralodra, 13(2), 826–838. https://doi.org/10.31943/gw.v13i2.315.

[16] Latip, A., Rahmaniar, A., Burhanudin, B., & Permatasari, D. (2021). Analysis of scientific literacy of first-level science teacher candidate students in terms of high school and vocational school educational background. Phenomenon: Journal of Mathematics and Natural Sciences Education, 11(2), 189–202. https://doi.org/10.21580/phen.2021.11.2.9667.

[17] Muharromah, G. L., & Mustofa. (2021). SDGs paradigm in zakat management in Indonesia. Malia, 13(1), 1–16. https://doi.org/10.35891/ml.v13i1.2788.

[18] Muhyidin, A., Rosidin, O., & Salpariansi, E. (2018). Methods of learning to read and write beginning in the early grades. Journal of Elementary School Education, 4(1), 30. https://doi.org/10.30870/jpsd.v4i1.2464.

[19] Muzakki, M. (2023). Phenomenological study of the role of literacy culture in primary and secondary education units in driving schools. Al-Ikhtibar: Journal of Education, 10(2), 1–12. https://doi.org/10.32505/ikhtibar.v10i2.7387.

[20] Nugroho, F. (2019). Increasing interest in reading and scientific literacy using "bacem tempe" at SMP Negeri 6 Temanggung. Proceeding of Biology Education, 3(1), 150–160. https://doi.org/10.21009/pbe.3-1.18.

[21] Nurjaman, J. (2023). The influence of emotional intelligence on the work readiness of building engineering education students at the Indonesian Education University. Indonesian Journal of Building Engineering, 3(1), 1–10. https://doi.org/10.17509/jptb.v3i1.56895.

[22] Oktaviani, S. (2023). Development of scientific literacy-based teaching e-modules on light and vision in elementary schools. Journal of Educational Technology (JTP, 16(2), 85. https://doi.org/10.24114/jtp.v16i2.50905.

[23] Puspitasari, N., & Sukartono, S. (2022). Teacher problems in cultivating a culture of reading literacy in elementary school students. Basicedu Journal, 6(3), 4342–4350. https://doi.org/10.31004/basicedu.v6i3.2830.

[24] Sativa, B., & Eliza, D. (2023). Development of scientific literacy e-modules for early childhood. Obsession Journal: Journal of Early Childhood Education, 7(2), 1564–1574. https://doi.org/10.31004/obsesi.v7i2.4037.

[25] Sugianto, A. (2017). Development of teaching materials based on scientific literacy regarding temperature and heat. Phenomenon: Journal of Mathematics and Natural Sciences Education, 7(1), 58–67. https://doi.org/10.21580/phen.2017.7.1.1495.

[26] Sumanik, N. B., Nurvitasari, E., & Siregar, L. F. (2021). Analysis of the profile of scientific literacy abilities of prospective chemistry education teacher students. Quantum: Journal of Science Education Innovation, 12(1), 22. https://doi.org/10.20527/quantum.v12i1.10215.

[27] Tamba, K. P., Cendana, W., & Pratiwi, J. (2020). Epistemological beliefs and mathematics teaching and learning of prospective elementary school mathematics teachers. Basicedu Journal, 5(1), 65–76. https://doi.org/10.31004/basicedu.v5i1.573.

[28] Utami, S. D. (2020). Mantra (traditional game): Android-based application as a means of cultivating character education through preserving national culture. Proceedings of the National Symposium & Conference Ahlimedia, 1(1), 67–78. https://doi.org/10.47387/nasca.v1i1.19.

[29] Wola, B. (2023). Digital literacy of prospective elementary school teachers at STKIP Persada Evav Tual after the COVID-19 pandemic. Pedagogika: Journal of Pedagogics and Educational Dynamics, 11(2), 244–255. https://doi.org/10.30598/pedagogikavol11issue2page244-255.

[30] Yulian, R. (2023). Training on developing a flipped classroom based on higher-order thinking skills (HOTS) and an independent curriculum for the Kubu Raya Regency High School English Language MGMP. Abdi Human Journal, 10(3), 1647–1657. https://doi.org/10.29303/abdiinsani.v10i3.1085.

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References

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