COVID-19 MISINFORMATION: HOW DOES SCIENTIFIC INFORMATION LITERACY PREVENT IT?

This article aims to examine the importance of information literacy and scientific literacy skills to prevent exposure to misinformation in the midst of the Covid-19 pandemic. Believing in misinformation encourages behaviour that is detrimental to individuals and groups due to anxiety, fear, uncertainty, and a lack of critical thinking skills. This study uses a qualitative approach with a systematic literature review (SLR) method. Through the SLR method, this article uses various sources of empirical research by collecting data and information to analyze elements in information Jurnal Pedagogik, Vol. 08 No. 01, Januari-Juni 2021 ISSN : 2354-7960, E-ISSN : 2528-5793 https://ejournal.unuja.ac.id/index.php/pedagogik 40 COVID-19 Misinformation: How Does Scientific Information ... literacy and scientific literacy that can identify misinformation. Information literacy is considered to be more useful in preventing belief in misinformation compared to the concepts of digital literacy, media literacy, and news literacy. Information literacy skills with information verification, and supported by scientific literacy with intellectual virtue, can recognize misinformation about COVID-19 so that it can prevent individuals from believing in misinformation that can result in errors of action. Scientific information literacy needs practical intervention to the public, one of which is through the role of educational institutions.

literacy and scientific literacy that can identify misinformation. Information literacy is considered to be more useful in preventing belief in misinformation compared to the concepts of digital literacy, media literacy, and news literacy. Information literacy skills with information verification, and supported by scientific literacy with intellectual virtue, can recognize misinformation about

so that it can prevent individuals from believing in misinformation that can result in errors of action. Scientific information literacy needs practical intervention to the public, one of which is through the role of educational institutions.
Keywords:

Introduction
Since March 2020, the Indonesian government has announced the first cases of coronavirus or COVID-19.
Until this article was written, the disease that has been designated by the World Health Organization (WHO) as a pandemic is still a common enemy. Not only busy grappling with handling pandemics, the current era of information sharing also presents more difficult challenges in dealing with the COVID-19 pandemic.
Information about COVID-19 is scattered on social media in the form of news, social media broadcasts, and opinions of public officials or celebrities.
The high level of information exchange during this pandemic is adorned by information that does not match the real information. This condition known as misinformation is spread on social media and trusted by the public so that the real information is ignored.
Believing the misinformation that has emerged around COVID-19 shows the public's concern about the pandemic conditions that have a major impact on the lives of every individual. Anxiety, fear, uncertainty, and feelings of helplessness drive individuals to believe misinformation (Carlson, 2018;Cassese et al., 2020;Freckelton QC, 2020;Laato et al., 2020;Miller, 2020;van Prooijen, 2017). Outside the pandemic conditions that raise concerns, trusting misinformation is also supported by a lack of knowledge, analytical thinking (Bali & Musrifah, 2020), and laziness to verify the information received (Bronstein et al., 2019;Sallam et al., 2020).
The presence of misinformation that encourages people's attitudes to ignore this pandemic is a big concern.
Requires an alternative discourse on information that the public already believes. The counter-discourse that can be done in dealing with conditions like this is through strong arguments with personal attractiveness, moral convictions (Bali & Ruzifah, 2021), depicting neutral voices and strengthening education (Montgomery, 2017;Rider & Peters, 2018).
Various studies have noted the importance of verification, information processing, and intellectual virtue in identifying information. The ability to verify and think critically in processing information is considered useful in identifying information (Bali, 2017) which is referred to as information literacy (Chen et al., 2015;Jones-Jang et al., 2021;Khan & Idris, 2019). Meanwhile, intellectual virtue is also needed in processing the information received in order to promote scientific thinking (Rozi et al., 2020), where this is called scientific literacy (Dragoş & Mih, 2015;Sharon & Tsabari, 2020 out digitally through Google Scholar and perform backward searches by digging references from articles that have been found previously. The suitability of literature is obtained from the use of keywords in search. After the articles are collected, the researcher then performs screen inclusion and assessing quality by assessing the relevance of the article to the problem to be studied from the research design and method, assessing the content of the article from the research abstract, and adjusting the unit of analysis. Furthermore, data analysis and synthesis were carried out prior to coding and categorizing the articles according to the subject matter and the study unit being carried out. Thus, analysis and synthesis are arranged systematically.

Misinformation and the Age of Information Sharing
Truth presents objective facts about events in the world. Truth has its own level to what extent truth is in an absolute level. Truth in the modern era is described in the general picture of modernism which is positivistic, technocentric, and rationalistic (Bali & Hajriyah, 2020).
Thus, modernity puts forward the roles of rational and objective scientific thought so that modern life excludes the role of religion and developing mythologies. This secular view becomes the scientific world view of truth.
Globalization opens up access to space for all citizens of the world to interact and exchange information, which creates an information society. Through the advancement of social media, all citizens of the world can become consumers, producers and distributors of information. As a result, currently available information is not only conveyed by credible media with guaranteed accuracy, not only published by journals by researchers whose validity and scientific validity has been tested, but also disrupted by information from various directions.
Finally, the information obtained is increasingly diverse and not a little contradicting each other, resulting in information bias that leads to public opinion.
This condition is a real condition that we are currently in the post-truth era. The post-truth era, which signifies the defeat of objective truth by the exploitation of instrumental or behaviorist way by manipulating through fake news to convince the will of the discourse that is echoed (Sismondo, 2017 to be used as a tool to lead discourse so that the contestation of empty discourses in the post-truth era cannot be separated from identity politics and religiosity.
Misinformation is defined as the spread of incorrect information whether factually or by scientific consensus.
Misinformation is broadly defined as information that is

Information Literacy and Scientific Literacy
Media and technology information skills are one of the demands of an increasingly dynamic 21st century society. These skills can be passed through critical thinking skills (Muali et al., 2018). Various information that is easily accessible at this time, accompanied by the rapid development of social media, provide a space for information exchange and discussion in the public through digital media. This condition is a breath of fresh air for the democratic climate of a country, especially the freedom of expression is guaranteed by law. However, the increasing democratic climate of a country does not guarantee the quality of information and dialectics. The quality of democracy depends on an informed citizenry (Mason et al., 2018 Meanwhile, scientific literacy skills are needed by every citizen to be able to think rationally about science in relation to personal, social, economic, political and other problems encountered in people's lives (Hurd, 1998).
Scientific literacy skills guide the use of data and evidence in evaluating the quality of information and arguments presented by scientists or the mass media (Dragoş & Mih, 2015). Pella, et al. (Laugksch, 2000) shows someone who is scientifically literate is those who have an understanding of the relationship between science and society, the ethics of scientists, the nature of science, the differences between science and technology, the basic concepts of science, and the relationship between science and the humanities.  Hurd (Hurd, 1998) is an individual who has the following skills: (1) Distinguishing information from experts; (2) Distinguishing between theory and dogma, and data generated from myths from folk tales; (3) Understanding that science in a social context often has dimensions in political, ethical, and moral interpretations; (4) Experience how scientific research is conducted and

Scientific Information Literacy as Covid-19 Misinformation Protection
Social media users are very likely to be trapped in the vortex of misinformation either through social media algorithm systems or biased information received in cyberspace. The dissemination of misinformation content is driven by social homogeneity resulting in the formation of a homogeneously polarized 'echo space' (Del Vicario et al., 2015). This polarized echo chamber encourages one to believe in fake news.
Regarding the echo chamber, identity and ideological references encourage someone to believe in fake news. People who consume news from the media tend to trust articles that are in line with their ideology (Allcott & Gentzkow, 2017). In America, supporters of Republicans and Democrats are more likely to trust the news about the values that suit their group and the values that eat away at other groups (Pereira & Van Bavel, 2019).
As a result, Republican supporters believe more in conspiracy and fake news because party elites influence their views on the media (Uscinski et al., 2016). However, another view states that belief in fake news is not driven by biased information, but is caused by laziness to think (Pennycook & Rand, 2019a). Not only ideological factors and media bias, laziness to think is the cause of someone to believe in misinformation.
Hoaxes that provide information by involving a person's emotional feelings cause less analytical thinking in response to information. Imaginary, dogmatic, and religious fundamentalist ideas believe more in fake news because of the less incentive to be open-minded and analyze (Bronstein et al., 2019). The ability to think critically and argue is neglected because the emotional response that causes the message is spread to other parties (Ilahi, 2019). Belief in fake news is driven by a tendency to take weak claims for granted (Pennycook & Rand, 2019b).
In addition, the lack of critical thinking skills in processing information is driven by social crises and individuals over their concerns about social conditions. Feelings of anxiety, paranoia, and feelings of helplessness expressed through conspiracy theories to attract individual attention (Green & Douglas, 2018;Uscinski, Jurnal Pedagogik, Vol. 08 No. 01, Januari-Juni 2021ISSN : 2354-7960, E-ISSN : 2528 (Georgiou et al., 2020;Madalina, 2015).  (Georgiou et al., 2020;Madalina, 2015). Seeing the factors that cause the condition to believe in misinformation, the ability to think critically and skeptically is needed in every information received.
This ability can be obtained through literacy. According to Newman, et al. (Vraga et al., 2020), literacy skills are important as a way to use social media to process news and information. Various types of literacy can help improve the ability to use the internet properly, such as media literacy, news literacy, digital literacy, and information literacy. However, information literacy is considered more useful in helping identify fake news (Jones-Jang et al., 2021). Information literacy skills are more useful in using social media than basic internet skills (Khan & Idris, 2019).
The first step in dealing with fake news and the spread of misinformation is to identify misinformation (Khan & Idris, 2019 In connection with the misinformation that has occurred around COVID-19, the talk around this pandemic is nothing more than talk about health issues. Brennen, et al. (2020) noted the proportion of types of misinformation claims around COVID-19 as follows:   (Sharon & Tsabari, 2020).

Conclusion
The involvement of information literacy and scientific literacy is needed in recognizing misinformation around COVID-19. Information literacy is useful for first emphasizing attitudes towards information verification,