  Science literacy is being fostered by science education community including
the Indonesian education system. Science literacy and technology course has
been designed and implemented to strengthen the national initiative empowering
scientifically literate Indonesian society. This paper is intended to evaluate
to what degree this course can be performed by non-science undergraduate
students (N = 160) considering the nested structure of students' department and
faculty setting. Multilevel modeling thus was employed to conduct the analysis
dealing with this nature. The first level analysis involved students'
performance and affective attribute measured using demonstrated science
literacy assessment (SLA-D) and motivational beliefs (SLA-MB) respectively. The
subsequent level analysis comprised demographic factors gathered from
institutional record. Findings demonstrated that the impact of demographic
factor to the students' performance on science literacy was not substantial.
Different setting of students' department and faculty level drove the
association between affective factor and learning process toward science
literacy course substantially. Multilevel approach has controlled the equitable
student assessment within the nature of students' data structure. This paper
suggests many implications to open ideas regarding educational data analysis
and to examine the effectiveness of science literacy course for the higher
institution specifically for non-science majors.
