Exploring the Students’ Scientific Communication-Ability in the
Learning of Direct Current of Physics
Tomo Djudin
Physics Education Department, Education and Teacher Training Faculty, Tanjungpura University,
Pontianak, Indonesia
Received: 01 November 2025; Accepted: 08 November 2025; Published: 21 November 2025
ABSTRACT
This descriptive-survey research aims to explore the scientific communication skills of students at Public
Islamic Senior High School (MAN) 1 Pontianak on direct current electricity. A sample of 106 students was
drawn using a simple random technique. Data were collected using a written essay-achievement test consisting
of 16 questions with a duration of 120 minutes. The scientific communication skills studied consist of; (1)
create tables/graphs, (2) describe tables/graphs, (3) interpret tables/graphs, and (4) draw conclusions from
tables/graphs of direct current electricity material. Based on data analysis, it was found that the scientific
communication skills of students at MAN 1 Pontianak in Electric Current were in the medium category and
there were different in terms of its aspects. Scientific communication skills are also influenced by students'
mastery of teaching materials. These findings can be taken into consideration for improving learning practices
in schools.
Keywords: explore; scientific communication ability; direct current electricity
INTRODUCTION
In the 21st century education system, students are expected to be able to master four main skills, namely;
critical thinking and problem solving, collaboration, creative and innovative, and communication. These skills
are very important in every aspect of global life (Soh et al., 2010). Thus, the education system does not only
emphasize mastery of material, but also mastery of skills. Students' learning success is no longer seen from
how much students master the concepts of teaching material, but also soft skills (Yunarti, 2016), one of which
is communication skills. According to Dani Or (2021), the path of scientific communication are: (1) define the
question; (2) gather information and resources; (4) formulate hypothesis; (5) perform experiment & collect
data; (6) analyze data; (7) interpret and draw conclusions for new hypotheses; (8) publish/communicate results
Communication is a basic skill that must be mastered by every individual to convey a message to the recipient
of the message by paying attention to ethics and rules in communication so that communication does not harm
the recipient (Sandy et al., 2009). Communication skills need to be trained and developed while students are in
education (Dewi, 2022).
In Minister of Education and Culture concerning Implementation of the 2013 Curriculum, it is emphasized that
communication skills need to be one of the goals of every learning process in schools. Students must have
language skills to communicate and reason according to their objectives. Students must have the ability to
understand, process, interpret and evaluate and be able to write down ideas, thoughts, views and metacognitive
knowledge in the learning process. Communication skills are one of the competencies used to convey thoughts
and ideas in various life situations. Teachers not only act as providers of information (transfer of knowledge),
but also as a motivator for students in learning (stimulation of learning) so that students can construct their
own knowledge through various activities including communication aspects (Umar, 2012).
The results of the 2000-2018 PISA survey show that Indonesia is a country that has low scientific competence
(Kalsum et al., 2023). These results also reflect that science learning in Indonesia has not been able to
empower students' scientific communication skills. The ability to communicate in accordance with science is
called scientific communication (Hybels et al., 2007; Auliasari et al., 2019). Scientific communication
emphasizes students to play a more active role in the learning process so that students not only memorize
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