ABSTRACT
Information that is widely available and unlimited in cyberspace requires special skills to be able to use it properly. Using valid information is essential in making decisions so that the arguments given are strong. Strengthening information literacy directs students to a self-directed learning approach so that capability learning will be formed to become lifelong learners. This study aims to determine prospective science teacher students’ information literacy and argumentation skills and the relationship between the two. Organizing information requires critical thinking skills to evaluate and group information as needed. This study is quantitative research with a survey design, data obtained through information literacy instruments oriented to empowering eight information literacy models with eight indicators, and argumentation instruments consisting of four indicators. The sample of the study was 128 students of science teacher candidates consisting of 9 males and 119 females. The results showed that in the information literacy skills on the eight indicators, the average percentage of Linkert obtained good criteria, but the indicators for organizing information stayed with sufficient criteria. Based on the four indicators of argumentation skills, an average score of the percentage of correct answers with sufficient criteria is obtained only on the indicator of identifying claims and the claim qualifier with fewer criteria. The low skill in determining claims and qualifiers is due to the ability to organize the information obtained to be used as evidence that will be used as warrants for the selected claims also still needs to be improved. Interestingly, based on the SPSS correlation test that has been carried out, the correlation coefficient is 0.167, which means that the correlation between information literacy skills and student argumentation skills, in this case, is very low. Further research is needed on how to develop these two skills better simultaneously.
