TY  - JOUR
T1  - The Elements of Science Learning; Classroom Learning,science Literacy and Availability of Supporting Materials and the Differences Based on Students’ Demography and Gender
AU - Har, Erman 
JO  - The Social Sciences
VL  - 11
IS  - 18
SP  - 4457
EP  - 4461
PY  - 2016
DA  - 2001/08/19
SN  - 1818-5800
DO  - sscience.2016.4457.4461
UR  - https://makhillpublications.co/view-article.php?doi=sscience.2016.4457.4461
KW  - Elements of science learning
KW  -classroom learning
KW  -science literacy
KW  -availability of supporting materials
KW  -Indonesia
AB  - The aims of this study are to examine the elements of science learning; classroom learning, sciences literacy and availability of supporting materials and to figure out the level of students’achievement on high school students based on students’ demography and gender in West Sumatra. This study focuses on science students’ (students who are majoring Science) achievement in conjunction withclassroom learning, science literacy and availability of supporting materials. Further analysis was employed to find out whether students’ demography affects the attainments. The survey was conducted by randomly selecting 248 high school students in West Sumatra to administer the questionnaires. Both qualitative and quantitative data analyses were used. The research found that science students’performance is at a high point wherever the tree elements of science learning are implied. Furthermore, based on students’ demography, rural students show higher performance compared with urban and suburb students, although sciences literacy and supporting materials availability are greater in urban and suburb areas. Another finding figured that gender significantly affects the result, when scientific literacy, classroom learning and supporting materials availability are relatively indifference. It shows that women’ sciences literacy is higher than men. The implications of this research are; the requirement of science learning’s supporting materials in all urban, suburb and rural areas, andequal classroom learning experiences. Moreover, the quality of science teacher needs to be improved at all areas.
ER  -