EFEKTIVITAS LKPD BERBASIS INQUIRY LESSON UNTUK MENINGKATKAN LITERASI SAINS PESERTA DIDIK
DOI:
https://doi.org/10.31957/pjpe.v2i1.1729Abstract
Penelitian ini bertujuan untuk mendeskripsikan efektivitas LKPD berbasis tahapan inquiry lesson untuk meningkatkan literasi sains peserta didik SMP pada materi Suhu dan Kalor dalam konteks tema Global Warming. Desain penelitian yang digunakan adalah One Group Pretest-Posttest Design dengan sampel 33 peserta didik SMP kelas VII. Instrumen yang digunakan dalam penelitian ini yaitu soal tes literasi sains, lembar observasi kegiatan pembelajaran, transkripsi rekaman video pelaksanaan pembelajaran, dan angket respons peserta didik. Data dianalisis dengan metode kuantitatif dan kualitatif. Hasil perhitungan gain ternormalisasiuntuk data pretest dan posttest sebesar 0.36 dan termasuk dalam kategori sedang. Hasil uji statistik menggunakan Wilcoxon Signed Ranks Test dengan taraf kepercayaan 95% (α=0.05) menunjukkan adanya perbedaan yang signifikan antara hasil pretest dan posttest. Hasil perhitungan effect size sebesar 1,73 dan termasuk kategori pengaruh yang besar. Penelitian ini menunjukkan bahwa LKPD berbasis tahapan inquiry lesson dapat meningkatkan literasi sains dan merupakan variabel yang berpengaruh terhadap peningkatan literasi sains peserta didik pada pembelajaran tema Global Warming.Downloads
References
Akuma, F. V., & Callaghan, R. (2019). A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work. Journal of Research in Science Teaching, 56(5), 619–648. https://doi.org/https://doi.org/10.1002/tea.21516
Ariningtyas, A., Wardani, S., & Mahatmanti, W. (2017). Efektivitas Lembar Kerja Siswa Bermuatan Etnosains Materi Hidrolisis Garam untuk Meningkatkan Literasi Sains Siswa SMA. Journal of Innovative Science Education, 6(2), 186–196.
Bybee, R. W. (2010). The Teaching of Science: 21st Century Perspectives. National Science Teachers Association. https://books.google.co.id/books?id=T416plklYC4C
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2017). 21st Century Skills Development Through Inquiry-Based Learning. In Twenty-First Century Skills and Global Education Roadmaps (Issue January, pp. 1–204). Springer Singapore. https://doi.org/10.1007/978-981-10-2481-8
Cohen, J. (1992). A Power Primer. Psychological Bulletin, 112(1), 155–159.
Creswell, J. W. (2009). Research Design; Qualitative, Quantitative, and Mixed Methods Approaches. Sage.
DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching. https://doi.org/10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L
Fraenkel, J. R., Wallen, N., & Hyun, H. (2011). How to Design and Evaluate Research in Education (8th ed.). McGraw-Hill Education.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Heiman, G. W. (2010). Basic statistics for the behavioral sciences (6th ed.). Wadsworth Publishing.
Holbrook, J., & Rannikmae, M. (2009). The meaning of scientific literacy. International Journal of Environmental and Science Education, 4(3), 275–288.
Hosnan, M. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21. Ghalia Indonesia.
Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education. https://doi.org/10.1002/(sici)1098-237x(199806)82:3<407::aid-sce6>3.3.co;2-q
Izzatunnisa, I., Andayani, Y., & Hakim, A. (2019). Pengembangan LKPD Berbasis Pembelajaran Penemuan Untuk Meningkatkan Kemampuan Literasi Sains Peserta Didik Pada Materi Kimia SMA. Jurnal Pijar Mipa, 14(2), 49–54. https://doi.org/10.29303/jpm.v14i2.1240
Mustofa, A., Kuswanti, N., & Hidayat, S. N. (2017). Keefektifan lks berbasis model pembelajaran discovery learning. E-Journal Pensa, 05(1), 27–32. https://jurnalmahasiswa.unesa.ac.id/index.php/pensa/article/view/18038
National Research Council, (NRC). (1996). National Science Education Standards. National Academy Press.
OECD. (2013). PISA 2015: Draft science framework. OECD Publishing.
OECD. (2019). PISA 2018 Results (Volume I). OE. https://doi.org/https://doi.org/https://doi.org/10.1787/5f07c754-en
Prasetya, C., Gani, A., & Sulastri, S. (2019). Pengembangan Lembar Kerja Peserta Didik Berbasis Inkuiri Terbimbing pada Materi Hidrolisis Garam untuk Meningkatkan Literasi Sains. Jurnal Pendidikan Sains Indonesia, 7(1), 34–41. https://doi.org/10.24815/jpsi.v7i1.13556
Prastowo, A. (2014). Pengembangan Bahan Ajar Tematik Tinjauan Teoritis dan Praktik. Kencana Prenadamedia Group.
Ristanto, R., Zubaidah, S., Amin, M., & Rohman, F. (2017). Scientific Literacy of Students Learned Through Guided Inquiry. International Journal of Research and Review, 4(5), 23–30.
Roberts, D. a. (2007). Scientific Literacy / Science Literacy. In Handbook of Research on Science Education.
Rohmi, P. (2017). Peningkatan Domain Kompetensi Dan Pengetahuan Siswa Melalui Penerapan Levels Of Inquiry Dalam Pembelajaran IPA Terpadu. EDUSAINS, 9(1), 14–23. https://doi.org/10.15408/es.v9i1.1979
Roth, W.-M., & Tobin, K. (2019). Improving Science Education. In The World of Science Education. https://doi.org/10.1163/9789087907471_040
Rusilowati, A., Supriyadi, Dwijananti, P., & Khabibah, E. A. N. (2019). Scientific Literacy of Secondary School Students’ Related the Global Warming Subject. Journal of Physics: Conference Series, 1387, 12048. https://doi.org/10.1088/1742-6596/1387/1/012048
Sari, N. A., Indiana, S., & Ducha, N. (2017). Kepraktisan dan Efektivitas Lks Berbasis Inkuiri untuk Melatihkan Literasi Sains pada Materi Sistem Pernapasan di Kelas XI. BioEdu, 6(1), 14–20.
Silaban, R., Panggabean, F. T. M., Hutahaean, E., Hutapea, F. M., & Alexander, I. J. (2021). Efektivitas Model Problem Based Learning Bermediakan Lembar Kerja Peserta Didik Terhadap Hasil Belajar Kimia Dan Kemampuan Berpikir Kritis Peserta Didik SMA. Jurnal Ilmu Pendidikan Indonesia, 9(1), 18–26.
Toharudin, U., Hendrawati, S., & Rustaman, A. (2011). Membangun literasi sains peserta didik. Humaniora.
Trianto. (2007). Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik. Pustaka Pelajar.
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills. Procedia - Social and Behavioral Sciences, 59, 110–116. https://doi.org/10.1016/j.sbspro.2012.09.253
Wenning, C. J. (2005). Levels of Inquiry: Hierarchies of pedagogical practices and inquiry process. Journal Physics Teacher Education Online, 2(3), 3–12.
Wenning, C. J. (2007). Assessing inquiry skills as a component of scientific literacy. Journal of Physics Teacher Education Online, 4.
Wenning, C. J. (2010). Levels of inquiry: Using inquiry spectrum learning sequences to teach science. Journal Physics Teacher Education Online, 5(3), 11–20.
Wenning, C. J. (2011). The Levels of Inquiry model of science teaching. Journal of Physics Teacher Education Online, 6(2), 9–16.
Whitworth, B., Maeng, J., & Bell, R. (2013). Teacher’s Toolkit: Differentiating Inquiry. Science Scope, 037. https://doi.org/10.2505/4/ss13_037_02_10
