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Scientific literacy and numeracy are very important literacy to be ruled by pre-service science and mathematics teachers to face 21st century's demands. The purpose of this research is to determine the pre-service teacher's perceptions of scientific literacy and numeracy. Due to this purpose, a descriptive quantitative was used with the survey research as the design. The subject is 193 pre-service teachers that consisted of 46 chemistry, 87 physics, and 60 mathematics pre-service teachers of Malikussaleh University in North Aceh, Indonesia. The questionnaire contained of 28 items which measured four scientific literacy aspects and also four numeracy aspects. The score which using Likert scale was categorized in five levels and analyzed for each aspects. The results of perceptions of scientific literacy are: (1) science knowledge of 90.6%, (2) scientific inquiry of 88.3%, (3) obtaining scientific knowledge of 82.7%, (4) interaction between science technology and society of 76%. Meanwhile, the results of perceptions of numeracy are: (1) basic knowledge of mathematics of 84.3%, (2) understanding of numeracy of 81.7%, (3) application of mathematical concepts in life of 81.5%, and (4) preservice teacher's readiness in numeracy of 81.3%. It concluded that preservice teachers thought that scientific literacy and numeracy was needed to be applied in learning and in life. [ABSTRACT FROM AUTHOR]

A belief in own ability to success in achieving a task is called self-efficacy. This belief is important as a basic to expert in many abilities including scientific literacy ability. As pre-service teachers required to be expert in scientific literacy, they must have good self-efficacy on it. Due to the importance of self-efficacy, a descriptive quantitative research was conducted to describe pre-service teachers' self-efficacy in scientific literacy. A self-efficacy's questionnaire that specific to scientific literacy was administered to l45 chemistry and physics pre-service teachers of one of public universities in North Aceh, Aceh, Indonesia. The questionnaire measured four aspects of self-efficacy that consisted of 24 items. The questionnaire was distributed for the pre-service teachers after they answered scientific literacy questions. The score of pre-service teachers was categorized into five levels and analyzed for each indicator. The result showed that most of pre-service teachers have middle level of self-efficacy in scientific literacy which was 60,7%. For very good and good level, there were 6,2% and 32,4% respectively. In addition to, it was just 0,7% of pre-service teachers that have low self- efficacy. It concluded that pre-service teachers' self-efficacy in scientific literacy still needs to be improved. One of the ways is through strengthening scientific literacy ability. [ABSTRACT FROM AUTHOR]