The Effect of Learning Models and Academic Ability on Students’ Scientific Literacy in Disaster Preparedness

Scientific literacy is important for elementary students, especially for disaster preparedness issues. The research purpose was to analyze the effect of Problem Based Learning models and students' academic abilities on scientific literacy in attitudes, contexts, competencies, and knowledge. The research method used a quasi-experimental with the matching only pretest-posttest control group design. The populations were 4 elementary schools with a disaster preparedness program. Samples were taken by cluster random sampling. The homogeneity test based on the average scores from odd semester 2018/2019 in fourth-grade elementary school for subjects such as civic education, mathematics, Indonesian language, science, and social sciences. The independent variable was thematic with PBL learning model. The moderator variable was a student's academic ability and the dependent variable was scientific literacy which includes attitude, context, knowledge, and competence. Instruments in this study were attitude questionnaire, context and knowledge test, and science competency observation. Quantitative data were analyzed with IBM SPSS Statistics 25. The research experiments show that (1) PBL model has a significant influence on the student in scientific literacy aspects such as attitudes, contexts, knowledge, and competencies; (2) academic ability does not significantly influence the scientific literacy aspects. School principals, teachers, and future researchers suggested to download the information and make learning resources about earthquake disaster preparedness education on the www.wartabencana.com to foster earthquake safety culture for students optimally.


Introduction
Bengkulu classified as a disaster-prone province because located in a seductions zone between the active Indo-Australian and Eurasian plates (Van Gorsel, 2018). It is necessary to provide preparedness knowledge of natural disasters especially earthquakes that aims to foster the Safety Culture. Based on the Bengkulu City Regional Regulation No. 02 in 2017 states that education and preparedness training carried out by the City Government and community, both individuals and groups, social institutions and other parties, formal and non-formal education, and information with training, technical, and simulation. The other regulation for implementing disaster preparedness in schools explained in the National Disaster Management Agency No. 4 in 2012 as a guideline for implementing safe schools from disasters. Amri et al. (2016), said that School of Disaster Preparedness is an effort to improve the disaster awareness for all elements in school and environment. According to Winarni (2018c), the implementation of preparedness education integrated into school subjects. Disaster preparedness education leads to (1) understanding of disasters; (2) understanding of vulnerability; (3) understanding of physical vulnerabilities and critical facilities for emergencies; (4) attitudes and concerns about disaster risk.
One effort to increase the disaster knowledge and preparedness is to increase the scientific literacy capabilities of Indonesian society. The importance of scientific literacy for students in disaster-prone areas is to master the environment, health, economy, and disaster preparedness issues. Winarni and Purwandari (2018b), concluded that there is a significant influence of literacy on community preparedness in facing disasters.
Scientific literacy influenced by many things and developed through education (Cansiz and Turker, 2011). According to Suryandari et al. (2018), these factors include the curriculum and education system, the teachers learning methods and models, learning facilities and resources, teaching materials. The use of curriculum and learning models is one of its factors. The elementary school currently used the 2013 curriculum with integrated thematic learning. Disaster preparedness is one of material that integrated into thematic learning, which requires a learning model to facilitate students both individually and groups to actively explore, discover concepts and principles holistically, authentically, and sustainability.
The study aimed to analyze: (1) the impact of PBL on disaster preparedness material to scientific literacy in attitudes, contexts, competencies, and knowledge; (2) the effect of 'initial abilities on disaster preparedness material on scientific literacy in attitudes, contexts, competencies, and knowledge. The research benefits are: (1) participating in implementing the Bengkulu City Regional Regulation regarding the National Disaster Management Agency program with disaster preparedness schools and (2) optimizing students' scientific literacy skills in facing disaster preparedness.

Material and Method
This research used quantitative research with the philosophy of positivism, which used to examine the treatment or experiment in certain populations or samples. The research used a quasi-experimental method with the Matching Only Pretest-Posttest Control Group Design (Winarni and Purwandari, 2018b). The research population was fourthgrade students in Bengkulu City, namely: public elementary school number 08, and 11 with the accreditation level "A", using curriculum 2013, and socialization about disaster preparedness that implemented for the past 5 years.
The research sample was taken by Cluster Random Sampling. Randomization carried out to take two classes that sampled as the experiment and the control class. The homogeneity test carried out by taking data on the odd semester in public elementary school number 08 and number 11 in thematic learning (civic education, mathematics, Indonesian language, science, and social sciences) in odd semester 2018/2019. The public elementary school number 08 in Bengkulu City with 30 students as an experimental class by applying PBL models and public elementary school number 11 in Bengkulu City with 28 students as a control class by applying conventional models.
The independent variable is PBL model in thematic. The moderating variable is the student's academic ability, and the dependent variable is scientific literacy ability. Thematic learning theme Regional Area of My Place, Subtheme Neighborhood Area of My Place used PBL for the experimental class and conventional learning for the control class. This study covers Indonesian subjects with basic competency by comparing nonfiction texts. Natural Sciences, in basic competency linking forces with the motion to events in the environment, associated with disaster preparedness material.
The ability of scientific literacy includes 4 aspects, namely attitude, context, knowledge, and competence (OECD, 2015). There are three instruments: (a) attitude questionnaire in a closing statement; (b) test for context and knowledge aspects; and (c) science competency observation. All instruments validated by experts and tested. The data analysis technique was quantitative using IBM SPSS Statistics 25.

Results
The independent sample test results in Table 1 showed that the significance value of Levene's was homogeneous for competence aspects between learning models amounted to 0.377 > 0.05. Then, Kolmogorov-Smirnovª and Shapiro-Wilk distributed normally with a value greater than 0.05. The T-test result for the competency literacy between learning models obtained a significant value of 0,000 <0.05. There are any differences in the competence of literacy aspects between PBL and conventional groups. Furthermore, an independent test was homogeneous with value 0.260> 0.05 and the significance value of Kolmogorov-Smirnovª and Shapiro-Wilk is greater than 0.05 that distributed normally. Therefore, the hypothesis test is performed with parametric statistics, namely the t-test. The significance value of the t-test was 0.296> 0.05, so Ho accepted, there was no significant difference between the competencies of literacy for high and low academic ability students. The significance value of Kolmogorov-Smirnovª and Shapiro-Wilk was greater than 0.05 so the aspects of context, knowledge, and attitude were not normally distributed for different learning models and academic abilities (see Table 2 and Table 3).  Therefore, the research analysis used non-parametric statistics or Mann-Whitney U, as follows: (1) Hypothesis testing for the aspects of attitude, context, and knowledge, between PBL and conventional learning models, obtained a value of 0.000 <0.005 or Ha is accepted. So, there are differences in attitude, context, and knowledge variables between PBL and conventional models (Table 4). (2) Hypothesis testing of the aspects of attitude, context, and knowledge, between high and low academic abilities, obtained values greater than 0.005 or Ha is rejected. There are no differences in attitude, context, and knowledge variables between high and low academic ability (Table 5).

Science Literacy in Attitude Aspects
Thematic learning using the PBL model has an influence on scientific literacy especially for students' attitudes in earthquake preparedness disasters. The PBL models in earthquake disaster preparedness materials make students more enthusiastic about solving the problem, formulating hypotheses, collaborating, being thorough, and being responsible. PBL learning trains students to work with scientific steps and scientific attitudes (Hidayati and Retnawati, 2016;Winarni, 2018a).
Students' curiosity attitude is more to be seen in the step of problem orientation, students actively ask and answer questions based on their experiences. The study result is in line with Samson (2015) that learning using the PBL model fosters students' collaborative attitudes through problem-solving activities. Conscientious attitude is seen when students record observational data, groups who do not follow the instructions difficult to prove the proposed hypothesis. The observation's accuracy following procedures and the observations can foster students' conscientious attitudes (Kereh et al., 2017).
The responsibility seen when conducting experiments from group assignment and giving the information obtained. The PBL model can foster a responsible attitude (Susani et al., 2019). Etherington (2011), concluded that PBL models in science learning can improve the scientific attitude of fifth-grade elementary school students.

Science Literacy in Context Aspects
The PBL models influence the components of students' preparedness in natural disasters. Based on the PowerPoint presentation, students respond with asking and answering questions based on preliminary knowledge and linking them to the topic being studied. Real problems from the context of real-life make learning more meaningful for students because it can help students to solve problems well (Winarni, 2018a).
Using the PBL model, students discover concepts by conducting experiments and demonstrations directly, encouraging students to improve the critical thinking to solve real-life problems. As a result, students become more motivated and more active to find solutions for the problems. The groups of PBL models have increased scientific literacy abilities because students integrate knowledge and skills according to relevant contexts (Hung et al., 2014).

Science Literacy in Knowledge Aspects
Hypothesis test results indicate that the PBL models have significant influences on the scientific literacy of knowledge aspects. The PBL model provides an influence on training and improving students' critical thinking skills in problem-solving (Ragilia et al., 2018). PBL facilitates students to formulate hypotheses based on relevant information from webpage learning sources www.wartabencana.com about the earthquakes move and movements. By providing additional information related to subject matter can enrich students' content knowledge (Sihaloho and Sahyar, 2017). Literacy aspects of procedural knowledge developed from experiments. Students 'procedural knowledge can be seen by exploring students' knowledge in identifying information as an initial stage in conducting experiments (Surif et al., 2012).

Science Literacy in Competency Aspects
The PBL learning model influences significantly the scientific literacy in the competency aspects of earthquake disaster preparedness in Fourth-grade elementary school. The PBL models lead students to actively applying their knowledge to understand the concepts and processing the science that useful in making decisions. The PBL model makes students directly involved in solving, identifying problems, finding solutions, and making students as independent learner (Sihaloho and Sahyar, 2017). Scientific literacy is not only measuring scientific knowledge but also understanding of various aspects of the scientific process to apply scientific knowledge and processes to students' real lives.
Science literacy in competence aspects with its indicators explain the phenomena scientifically, remind and apply appropriate scientific knowledge carried out at the orientation stage. At this stage, students can express their knowledge by mentioning and explaining the earthquakes types, soil types, safe and unsafe houses, and encouraging students to find the best solution in dealing with earthquake disasters based on the information presented during the initial stimulus. Stimulus in the learning process can foster students' ability to find solutions and to solve problems based on preliminary knowledge (Samson, 2015).
The indicators make and justify predictions, carried out at the stage of organizing students in conducting investigations. At this stage, the activity begins with students recalling soil types, knowing safe and unsafe houses, making predictions about the relationship between soil types and housing conditions when an earthquake, and seeking information obtained from the www.wartabencana.com about earthquake types. Through these activities train students making hypotheses for the investigation process. Recalling concepts, facts, or scientific terms can foster students' ability to make predictions correctly (Cimer, 2007).
Prediction results used as the basis to formulate hypotheses in the investigating process of "Delicious earthquake" to collect relevant data and information. After the data obtained, students conclude the hypothesis. Winarni (2016), said that the students' activities in formulating and proving hypotheses put forward in learning using the PBL model achieved through the stage of organizing students at the problem investigation stages.
The ability to design and evaluate scientific investigations can be seen in the students' orientation towards the problem. After students ask scientific questions, students evaluate questions by providing answers based on predictions whether the selected question can be searched for truth. At the time of answering must be accompanied by arguments that correspond to each decision. Musingafi and Muranda (2014), concluded that the stimulus provided in the learning process can encourage students to ask questions and provide answers that are appropriate with the learning topic.
The ability aspects interpreted data and facts scientifically, measured by analyzing indicators, and interpreting scientific facts. It began with students presented the results of "Delicious earthquake" experiment based on the earthquake causes, concluded the relationship between force and motion when earthquakes occurred. Students write information based on demonstrations conducted and equipped with information from webpage www.wartabencana.com about safety steps. Students encouraged to provide information about efforts to save themselves by expressing personal opinions based on relevant information, so it influences the indicators to different arguments based on scientific evidence and theories. The activity of collecting and processing data is related to problems given in the learning process that can affect the students' scientific literacy (Dewi et al., 2018).

Academic Ability Variable
The variable of student academic ability doesn't significantly influence the scientific literacy in attitude, context, knowledge, and competence. The aspects of curiosity, cooperation, conscientiousness, and responsibility measured specifically regard to disaster preparedness or "Safety Culture". UNDP (2011), states that people in Bengkulu are very prone to facing earthquake natural disasters. Students who live in Bengkulu city have very often experienced earthquake events. There is no difference in attitude, context, knowledge, and competence of students towards earthquake natural disasters between high and low academic ability groups. Students' ability to think contextually requires an environment that stimulates intellectual processes (Winarni, 2016). One of the principles in environment creation is the students' availability in real experiences that are often facing natural disasters of earthquakes. Students do a self-rescue demonstration by ideas, regulations, and acts of self-rescue. This can happen because the student's experience who live in the Bengkulu city has very often experienced earthquake events so that the earthquake events for the community have become a real context.

Conclusion
Based on the experimental data, it concluded that the use of PBL model significantly influences the scientific literacy for attitudes, context, knowledge, and competency aspects. The groups of students who follow learning using the PBL model display all four aspects of scientific literacy better than the groups who take learning conventionally. Academic ability does not significantly influence the scientific literacy for attitude, context, knowledge, and competency aspects. The groups of students with high abilities display all four aspects of scientific literacy not better than the groups with low academic abilities.
Based on the results of research and conclusions, suggestions given as Principals, teachers, and further researchers that the implementation of science literacy learning, especially those aimed at fostering a "safety culture" of natural disasters for students is optimally successful. It recommended downloading information about earthquake disaster preparedness that researchers have developed on the page www.wartabencana.com. As well as using it as a learning resource, the page presents information relevant to earthquake disasters, for example: about earthquake types, types of land, houses that resistant to earthquake, and videos about rescue efforts and the process "Delicious Earthquake" investigation.