ATTITUDES TOWARDS NATURAL SCIENCE: COMPARISON OF STUDENT ATTITUDES IN JUNIOR HIGH SCHOOLS IN MUARO JAMBI DISTRICT

Purpose of the study: This research was conducted to review the comparison of students’ attitudes towards science subjects through 3 indicators, namely the social implications of science, attitudes towards investigation and career interests in the field of science sourced from TOSRA. Methodology: The research design used is quantitative with the type of survey research. The research subjects were 1075 students. The instrument used in the form of a questionnaire attitude towards science subjects. The analysis technique used is descriptive statistics and inferential statistics in the form of one way ANOVA test. Main Findings: Students at Junior High School 26Muaro Jambi were dominant in the indicators of social implications with a percentage of 66.9% (103 out of 154 students) with a good category, while Junior High School 6 Muaro Jambi was dominant in the social implication indicators with a percentage of 51.5% (313 out of 608 students) with a sufficient category, and Junior High School 5 Muaro Jambi dominant in the indicators of social implications with a percentage of 62.3% (195 of 313 students) with a sufficient category. Based on the one way ANOVA test, it was found that there were differences in attitudes towards science subjects at Junior High School 26 Muaro Jambi, Junior High School 6 Muaro Jambi and Junior High School 5 Muaro Jambi. Novelty/Originality of this study: The renewal of this study is the absence of research conducted in Junior High School in Muaro Jambi Regency, Indonesia regarding students’ attitudes toward science subjects reviewed through indicators of the social implications of science, indicators of attitudes towards science investigations, and indicators of career interest in the field of science.


INTRODUCTION
Natural science is the body of knowledge that results from one's curiosity. As the body of knowledge, science is formed from facts, concepts, principles, hypotheses, theories, and models. Science is implemented in education through a learning process that has become a compulsory subject from elementary to the high school level. The success of the learning process is influenced by the quality and way of teaching of a teacher (Darmaji, Kurniawan, Suryani, Lestari.,2018). There are two factors that can affect the learning process, namely internal factors and external factors. Internal factors can be in the form of interests, learning motivation, attitudes, study habits, and self-concepts, while external factors can be in the form of the school environment, classroom atmosphere for learning, curriculum, friends and school facilities and infrastructure (Astalini, Kurniawan, Perdana & Kurniasari, 2018).
Internal factors such as attitude greatly affect the learning process. Attitude is a central part of human identity (Rahman, 2019). Rosa (2012) states that attitude is a person's tendency to react to an object or situation that is encountered in a certain way so that the attitude can be positive or negative. A positive attitude is a tendency for someone's actions that lead to approaching, liking, and expecting certain objects. Attitude not only includes feelings of dislike, but also positive attitudes that include our attachments and loyalty to people, things and ideas (Jufrida, et al., 2019). While negative attitudes are the tendencies of one's actions that lead to laziness, carelessness, wasteful, undisciplined and so on certain objects. Darmawangsa (2018) states that the attitude in learning is very important, as is the attitude in learning towards natural science subjects. One of the functions and objectives of science subjects is that students can gain experience in applying scientific methods through experiments and experiments so that they are trained to be scientific. Therefore, to measure students' attitudes toward science subjects an indicator is needed. These indicators are: 1) Social Implications in Natural Sciences 2) Attitudes towards Natural Sciences Investigation

3) Career Interest in Science
Indicators of attitudes of social implications in science include attitudes towards the social benefits of science as well as the usefulness of science in advancing and discovering in the scientific and technological fields (Fraser, 1981). Indicators of the social implications of science related to social attitudes in students such as: learning, teaching students to be independent, cooperate in conducting experiments in the learning process of science subjects (Astalini, Attitudes do not arise instantly but are arranged and shaped through experience. Science invites students to learn to formulate concepts based on empirical facts in the field. Therefore, the approach used in conveying science learning by combining process experience and understanding of science products in the form of direct experience. Science learning needs to be directed at the problem-solving process that can support the preservation of human life in a conducive cultural atmosphere. In this case, students look for direct experience that can bring them in planning for future life and its existence as a human being who masters technology and environmentally friendly. Career interests in the field of science can be defined that every student in the future has an interest in a career or continuing his education in the field of science (Kurniawan, Astalini, &Anggraini., 2018). Career interest in science Subjects is one of the good capital to improve learning outcomes in science Subjects ). Based on research (Astalini, Kurniawan, & Putri, 2018) career interests in the field of Natural Sciences in junior high school students are categorized enough with a percentage of 41.8% meaning almost most students want to continue their careers in the field of Natural Sciences. In line with this (Sofyan, Yusuf, &Daharnis, 2018), it is argued that male students have career ambitions in the field of natural sciences that are greater than female students. Then (Bang & Baker, 2013) agree that male students have a positive attitude towards learning science, especially in the section on the investigation into science, the normality of scientists, and participation in activities related to science compared to women. In the career determination process, there were found many obstacles originating from economic factors of 66.67%, family factors of 64.04%, peers of 75.76%, job opportunities of 68.40%, abilities of 73.38%, learning outcomes of 71% and physical environment of 74.84% (Falentini, Taufik, &Mudjiran., 2013).
The lack of knowledge from the teacher regarding the weak attitudes of students towards science subjects exacerbates the circumstances in which students' negative attitudes towards science will increase. Veloo's (2015) research results state that 80% of a person's learning success is determined through his attitude on these subjects. The effective learning outcomes cover the ability of an emotional understanding of something (Novilia, Iskandar, &Fajaroh, 2016).

Research Questions
The purpose of this study is to describe the comparison of attitudes towards science subjects in 26 Muaro Jambi Junior High School, 6 Muaro Jambi Junior High School and Muaro Jambi 5 Junior High School through the 3 indicators described above so as to improve students' attitudes towards Natural Science subjects. In this study, the questions addressed are: How is the description of students' attitudes viewed from the indicators of social implications on natural science subjects, attitudes towards science investigations and career interests in the field of science at Junior High SchoolMuaro Jambi, Junior High 6 Muaro Jambi, and SMPN 5 Muaro Jambi? And how do students' attitudes change toward science subjects in Junior High School 26 Muaro Jambi, Junior High School 6 Muaro Jambi, and Junior High School 5 Muaro Jambi through these three indicators?
This study aims to determine the description of students' attitudes toward science subjects in Junior High Schools throughout Muaro Jambi, Indonesia. This research can contribute to increasing students' positive attitudes towards science subjects and helping teachers design learning that can improve students; positive attitudes.

METHODOLOGY
The research design used is quantitative with the type of survey research. A survey is a quantitative research procedure in which the researchers administer the survey of samples or in the entire population of people describing attitudes, opinions, behavior, or specific characteristics of the population (Creswell, 2015). This study aims to find the similarity of the population by looking at the comparison of the indicators that have been determined.
The research instrument used by researchers was a questionnaire. The questionnaire used was a closed questionnaire, which explained the positive and negative attitudes of students towards natural science subjects. This instrument uses three indicators in the adaptation of research Astalini & Kurniawan (2019) there was 42 valid statements which has a Cronbach Alpha is 0,929. If the Cronbach Alpha value of 0.80-1.00 indicates a very high level of reliability so that the instrument is feasible to use (Halin, 2018). The scale used in the attitude questionnaire instrument is a five-point Likert scale consisting of STS = strongly disagree with a score of 1, TS = disagree with a score of 2, N = neutral with a score of 3, S = agree with a score of 4, SS = strongly agree with a score of 5. The indicators and ranges used in the attitude questionnaire are shown in table 1: this part is well written.
In this study, the data were analyzed through two statistics namely descriptive statistics and inferential statistics. Descriptive statistics are used to see the description of students' attitudes towards science subjects in each school that will be displayed in the form of mean, mode, minimum, and maximum. While inferential statistics are used to see the comparison of students' attitudes towards science subjects using the one way ANOVA test.

RESULT
The renewal of this study is an indicator used to describe attitudes towards natural science subjects at Junior High School 26 Muaro Jambi, Junior High School 6 Muaro Jambi, and Junior High School 5 Muaro Jambi. The indicators used are social implications in natural science subjects, attitudes towards natural science investigations, and career interests in the natural sciences sourced research from Fraser's (1981) which were then implemented in Indonesia through research from Astalini & Kurniawan (2019) with a number of statements of 56 statement and has a Cronbach alpha value of 0.842. The following are indicators and ranges used in the attitude questionnaire towards natural science subjects.       The results of data analysis on indicators of social implications in science subjects at SMPN 6 Muaro Jambi are shown in table 5 below:  Table 5 describes that the response of students in the very bad category was 0% (0 out of 608 students), then the category was not good at 5.6% (34 out of 608 students), enough category was 32.6% (198 out of 608 students), then the good category 51.5% (313 out of 608 students), and very good category 10.4% (63 out of 608 students). The average results of student responses of 24.6 in the range 23.9-29.4 with both categories and responses that often appear (modes) ie 25.0 are in a good category. Thus, based on the results of the analysis of the data it was found that students at Junior High School 6 Muaro Jambi on indicators of social implications in science subjects were dominant in good categories.
The results of data analysis on indicators of attitudes towards investigation in science subjects at Junior High School 6 Muaro Jambi are shown in table 6 below: Humanities & Social Sciences Reviews eISSN: 2395-6518, Vol 8, No 2, 2020, pp 546-554 https://doi.org/10.18510/hssr.2020.8262 Table 6 describes that the response of students in the very bad category was 0.7% (4 out of 608 students), then the category was not good at 11.8% (72 out of 608 students), enough category was 49.0% (298 out of 608 students), then the good category by 34.4% (209 out of 608 students), and very good category by 4.1% (25 out of 608 students). The average results of student responses of 16.6 in the range 13.1-17.0 with enough categories and responses that often appear (modes) ie 17.0 are in the sufficient category. Thus, based on the results of the analysis of the data it was found that students at Junior High School 6 Muaro Jambi 6th on indicators of attitudes towards investigations in science subjects were dominantly classified as sufficient.
The results of data analysis on career interest indicators in the science field of Junior High School 6 Muaro are shown in table 7 below:  Table 7 describes that the response of students in the very bad category was 0.2% (1 of 608 students), then the bad category was 3.0% (18 out of 608 students), enough category was 35.5% (216 out of 608 students), then the good category by 49.8% (303 out of 608 students), and very good category by 11.3% (69 out of 608 students). The average results of student responses amounted to 21.7 which are in the range of 20.5-25.2 with good categories and responses that often appear (modes) i.e. 20.0 are in good categories. Thus, based on the results of the analysis of the data it was found that students at Junior High School 6 Muaro Jambi on career interest indicators in the field of natural sciences were dominant in good categories.
The results of data analysis on indicators of social implications in science subjects at Junior High School 5 Muaro Jambi are shown in table 8 below:  Table 8 describes that the response of students in the very bad category was 0.3% (1 of 313 students), then the bad category was 21.7% (68 of 313 students), enough category was 62.3% (195 of 313 students), then the good category by 15.7% (49 out of 313 students), and very good category by 0% (0 out of 313 students). The average results of student responses of 20.5 in the range 18.3-23.8 with enough categories and responses that often appear (mode) that is 21.0 in the sufficient category. Thus, based on the results of the analysis of the data it was found that students at Junior High School 5 Muaro Jambi on indicators of the social implications in science subjects were dominantly classified as sufficient.
The results of the analysis of the data on attitudes towards natural science Junior High School 5 Muaro Jambi science investigations are shown in table 9 below:  The results of data analysis on career interest indicators in the field of Science Junior High School 5 Muaro Jambi are shown in table 10 below:

Normality and Homogeneity Test
The following is a table describing the normality and homogeneity test of students' attitude data toward natural science subjects at Muaro Jambi 26th Middle School, Muaro Jambi 6th Middle School, and Muaro Jambi 5th Middle School. To determine the comparison of student attitudes at Junior High School 26 Muaro Jambi, Junior High School 6 Muaro Jambi, and Junior High School 5 Muaro Jambi, the data used must be normal and homogeneous. The table above shows the test for normality and homogeneity. This normality test aims to determine whether the research data is normally distributed or not (Novita, 2017). The normality test used is Kolmogorov-Smirnov. The results of normality tests at Junior High School 26 Muaro Jambi, Junior High School 6 Muaro Jambi, and Junior High School 5 Muaro Jambi were identified with a sig value of 0.53; 0.83; 0.69 which means the data is normally distributed because of sig> 0.05. This table also shows a homogeneity test that aims to find out whether the data obtained is homogeneous or not. These results indicate the homogeneity test results of Junior High School 26 Muaro Jambi, Junior High School 6 Muaro Jambi, and Junior High School 5 Muaro Jambi0.75, this indicates that the data is homogeneous. Because it can be said to be homogeneous when sig> 0.05.

One Way ANOVA Test
The following is a table of the results of the one way ANOVA test on attitudes towards natural science subjects at Junior High School 26 Muaro Jambi, Junior High School 6 Muaro Jambi, and Junior High School 5 Muaro Jambi.   (2019) that students who get good scores assume that science provides benefits for social life. That way it means students in the three junior high schools are already able to imply science in their social life. Social implications are also characterized by independent attitude and cooperation. Student independence consists of self-confidence, being able to work together, respecting time, having a desire to compete for progress, being responsible and having decision-making abilities (Suid, 2017). Forms of student independence can be seen from the work assignments or homework given by the teacher and how students do not depend on others and believe in their own abilities. While the form of cooperation can be seen when they conduct experiments in groups, they are responsible for the group, are able to organize and discuss with other friends.

b. Attitudes Towards Natural Sciences Investigations
Based on the results of data analysis on indicators of attitudes towards investigation in Natural Sciences at SMPN 26 Muaro Jambi, it shows that students are more dominant in good categories, whereas at SMPN 6 and SMPN 5 Muaro Jambi the dominant categories are sufficient. This happens because in the learning process students have shown enthusiasm in conducting experiments or experiments, and also adequate facilities for the learning process of science in the classroom. Asking questions related to observation, data recording, analysis to conclusions can be done during the investigation process (Barber & Buehl, 2013). With research-based practical activities, students can learn morally, using science process skills by customizing themselves to building information independently that they get form science lessons (Kurniawan, Darmaji, Astalini, & Sefiah, 2018). Investigation in science requires student skills. Student skills are the ability to use thoughts, reason, and actions efficiently and effectively to achieve certain results (Suryaningsih, 2017). These skills are called science process skills. Science process skills are the ability to process scientific thinking and the ability to process acts to inflate the right understanding of scientific concepts with experimental activities (Darmaji, Kurniawan, Parasdila, & Irdianti 2018). With good science, skills will have implications in improving students' cognitive abilities (Darmaji, Kurniawan, & Suryani, 2019). In line with that, the attitude towards science investigation is very important because if this attitude is not possessed it will have a negative impact on the learning process (Tursinawati, 2016).

c. Career Interests in the Field of Science
Based on the results of data analysis on career interest indicators in the field of Natural Sciences in SMPN 26, SMPN 6, and SMPN 5 Muaro Jambi, the dominant category is good. This can be seen in the answers of dominant students who agree like "when I graduate from school, I want to work with people who make discoveries in the field of science". There are two factors that influence one's career choices, namely internal factors, and external factors. Internal factors are originating from individuals themselves in the form of intelligence, talents, interests, personalities and other potentials, while external factors are originating from outside the individual in the form of family or community environment (Falentini, Taufik, Mudjiran, 2013). Someone who has interests, abilities and self-confidence in a field will tend to have a career desire in it (Maison, et al., 2018). When referring to research (Astalini, Kurniawan, & Putri, 2018) interest in a career in science in junior high school students is sufficient with a percentage of 41.8% meaning that almost some students want to continue their careers in the field of science. In line with this (Sofyan, Yusuf, &Daharnis, 2018), it is argued that male students have career ambitions in the field of natural sciences that are greater than female students. Then (Bang & Baker, 2013) agree that male students tend to have a positive attitude towards learning science, especially in the section on the investigation into science, the normality of scientists, and participation in activities related to science compared to women.

d. Comparison of Attitudes towards Science Subjects at Muaro Jambi SMPN 26, Muaro Jambi SMPN 6 and Muaro Jambi SMPN 5
Based on the results of the One Way ANOVA above, it can be seen that the value of sig <0.05, which means that there are differences in attitudes between SMPN 26 Muaro Jambi, SMPN 6 Muaro Jambi, and SMPN 5 Muaro Jambi. The differences in attitudes in the three schools can be seen from the differences in the three indicators explained earlier. In accordance with research conducted by Margiastuti, Parmin, & Pamelasari (2015) that there are differences in attitudes between one student and other students in the science learning process. Strengthened by Nurmaliah & Nursafiah helping students to better understand concepts, students' curiosity about science subjects, activities in the learning process that cause students to feel happy about themselves. By knowing the comparison of students' attitudes, the teacher can better understand how to form scientific attitudes in natural science subjects in students. Attitudes in learning science are very beneficial for students that can form positive attitudes and values in students including high self-confidence, perseverance, accuracy, hard-working, and do not know despair. These positive attitudes and values are used to overcome problems in daily life (Rosmah, 2018).

CONCLUSION
Based on the results of research conducted on attitudes towards science subjects in Muaro Jambi Public Middle School 26, Muaro Jambi Public Middle School, and Muaro Jambi Public Middle School by using three indicators, namely: social implications on natural science subjects, attitudes toward natural science investigations and career interests in the natural sciences. The first indicator is the social implications of natural science subjects in SMPN 26 Muaro Jambi, which is dominant in the good category as well as in Muaro Jambi SMPN 6 in the good category, but in SMPN 5 Muaro Jambi, the dominant category is sufficient. Then the attitude indicator towards the science investigation in 26 Muaro Jambi was dominantly in the good category while in Muaro Jambi 6th and SMPN 5 were dominant enough. Then the indicators of career interest in the natural sciences at SMPN 26, SMPN 6, and SMPN 5 Muaro Jambi were dominant in good categories. Furthermore, based on an analysis using one way ANOVA states that there are differences in the attitudes of students in the three schools towards science subjects reviewed through the three indicators.

LIMITATION AND STUDY FORWARD
This research is character-based or affective. The focus of this research is to see how the comparison between students' attitudes towards science subjects. Because focus inside this research is looking effective or behavior based on attitude variables in Junior High School. Therefore for further research, the researchers suggest adding focus measurement research into character-based and psychomotor research, or character and cognitive-based research in natural science. In addition, researchers can then add focus research is not limited to junior high school students, but research in senior high school or higher education.
Based on the results of research that has been done, it is found that there are differences in the attitudes of students in science subjects in Junior High School Muaro Jambi District. By knowing these different attitudes, it is important for the teacher's role in shaping student figures to enhance positive attitudes in science subjects by varying models, methods, media and other things supporting the learning process.