Science is an essential part of human life, necessary for understanding the nature of phenomena, inventing new technologies, and optimizing decision-making to improve our lives. Science, technology, engineering, and math (STEM) capabilities and skills, which are fostered in science classes are also in high demand for the future global workforce. According to the Workforce in the Future report (PwC, 2017), resource scarcity and climate change will increase the demand for jobs in areas such as alternative energy, new engineering processes, and waste management. Dramatic changes toward machine-oriented techniques and artificial intelligence will also necessitate the creation of new professions. UNESCO (2017) reported that gender equality in science would promote new solutions, generate diverse innovation, reduce bias, and broaden new research in science. However, the gender gap ratio between science researchers from 2008 to 2014 was reported to be 70% males and only 30% females (UNESCO, 2017). Female interest in STEM is believed to originate in school and the report by UNESCO (2017) also indicated that the gender gap in STEM was apparent in secondary education. Therefore, studies of gender differences have been undertaken for more than 20 years to address this issue. Given the emergence of the importance of gender equity in science, it is essential to consider educational factors, particularly in the psychological influences on students’ attitudes toward science. Several studies have pointed out that one of the personal factors substantially influencing students’ choices regarding course and career aspirations was their attitude toward science (Khishfe & Boujaoude, 2016; Masnick, Valenti, Cox, & Osman, 2010; Osborne, Simon, & Collins, 2003; Prieto & Dugar, 2016; Uitto, 2014). UNESCO (2015) also reported that one of the crucial factors predicting STEM career interest itself was attitude toward science in school. Psychological studies have found a relationship between attitudes, intention, and belief. Theory Reasoned Action and Behavior (TRAPB) proposed by Ajzen and Fishbein (1991, 2005, and 2010) is one of the well-known findings. TRAPB suggests a framework for understanding the specific behavior of a human by considering the interest and perception controlling the behavior. According to this theory, it is possible to access Rahmi Qurota Aini Kangwon National University, Republic of Korea Arif Rachmatullah North Carolina State University, USA Minsu Ha Kangwon National University, Republic of Korea Abstract. Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students’ attitudes towards science. This research aimed to examine students’ attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students’ attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students’ attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia.

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印度尼西亚中小学生对科学的态度：关注性别和学术水平

科学是人类生活的重要组成部分，对于理解现象的本质、发明新技术和优化决策以改善我们的生活是必不可少的。在科学课程中培养的科学、技术、工程和数学 (STEM) 能力和技能对未来的全球劳动力也有很高的需求。根据《未来劳动力》报告（普华永道，2017 年），资源稀缺和气候变化将增加对替代能源、新工程流程和废物管理等领域的工作需求。以机器为导向的技术和人工智能的巨大变化也将需要创造新的职业。教科文组织（2017 年）报告说，科学中的性别平等将促进新的解决方案，产生多样化的创新，减少偏见，并拓宽科学领域的新研究。然而，据报道，2008 年至 2014 年科学研究人员之间的性别差距比例为 70% 的男性和 30% 的女性（联合国教科文组织，2017 年）。女性对 STEM 的兴趣被认为起源于学校，联合国教科文组织的报告（2017 年）也表明 STEM 的性别差距在中学教育中很明显。因此，为了解决这个问题，已经进行了 20 多年的性别差异研究。鉴于性别平等在科学中的重要性的出现，必须考虑教育因素，特别是对学生对科学态度的心理影响。一些研究指出，对学生选择课程和职业抱负产生重大影响的个人因素之一是他们对科学的态度（Khishfe & 布若德，2016 年；马斯尼克、瓦伦蒂、考克斯和奥斯曼，2010 年；奥斯本、西蒙和柯林斯，2003 年；普列托和杜加尔，2016 年；乌托，2014）。教科文组织（2015 年）还报告说，预测 STEM 职业兴趣本身的关键因素之一是学校对科学的态度。心理学研究发现态度、意图和信念之间存在关系。Ajzen 和 Fishbein（1991、2005 和 2010）提出的理性行动和行为理论 (TRAPB) 是众所周知的发现之一。TRAPB 提出了一个通过考虑控制行为的兴趣和感知来理解人类特定行为的框架。根据这个理论，有可能进入Rahmi Qurota Aini江原国立大学，韩国Arif Rachmatullah北卡罗来纳州立大学，美国Minsu Ha江原国立大学，大韩民国摘要。学生对科学的态度一直是科学教育研究中长期存在的话题之一。尽管印度尼西亚拥有独特的教育体系，将文化、宗教和认知方面纳入科学 K-12 课程，但只有有限数量的研究探讨了印度尼西亚学生对科学的态度。本研究旨在调查印度尼西亚中小学学生对科学的态度以及学业水平与性别之间的相互作用。对 1587 名从四年级到九年级的印度尼西亚学生进行了 BRAINS 仪器五个组成部分的 30 个项目，以衡量他们对科学的态度。Rasch 分析，双向方差分析，和结构方程建模路径分析被用来回答提出的研究问题。目前的研究发现，印尼学生对科学的态度受学术水平的显着影响，而性别仅影响态度的三个组成部分（控制信念、对行为的态度和意图）。女学生对科学的态度总体上高于男学生。从小学到中学，学生态度的各个组成部分的趋势都呈下降趋势。本研究通过考虑印度尼西亚的社会文化和教育历史提供了更深入的讨论。性别只影响态度的三个组成部分（控制信念、对行为的态度和意图）。女学生对科学的态度总体上高于男学生。从小学到中学，学生态度的各个组成部分的趋势都呈下降趋势。本研究通过考虑印度尼西亚的社会文化和教育历史提供了更深入的讨论。性别只影响态度的三个组成部分（控制信念、对行为的态度和意图）。女学生对科学的态度总体上高于男学生。从小学到中学，学生态度的各个组成部分的趋势都呈下降趋势。本研究通过考虑印度尼西亚的社会文化和教育历史提供了更深入的讨论。