Model Pembelajaran OMIRE untuk Mengembangkan Literasi Sains Mahasiswa Calon Guru Sains
OMIRE Learning Model to Develop Science Literacy of Prospective Science Teacher Students
ABSTRAK
Sarini, Putri. 2024. Model Pembelajaran OMIRE untuk Mengembangkan Literasi Sains Mahasiswa Calon Guru Sains. Disertasi, Program Studi Pendidikan Sains, FMIPA Universitas Negari Surabaya. Pembimbing: (I) Prof. Dr. Wahono Widodo, M.Si. dan (II) Prof. Dr. Suyatno, M.Si.
Kata-kata Kunci: model pembelajaran OMIRE, literasi sains, pembelajaran berbasis budaya, pembelajaran sains terintegrasi, calon guru sains.
Model pembelajaran OMIRE (Observation, Mind-Mapping, Investigation, Reconstruction, and Evaluation) dirancang untuk mengembangkan literasi sains mahasiswa calon guru sains. Model pembelajaran OMIRE merupakan model pembelajaran sains terintegrasi berbasis budaya hasil sintesis model pembelajaran berbasis inkuiri dan model pembelajaran berbasis budaya. Penelitian ini bertujuan untuk menganalisis: (1) validitas, (2) kepraktisan, dan keefektian model OMIRE untuk mengembangkan literasi sains mahasiswa calon guru sains. Jenis penelitian ini adalah Research & Development (R & D) berdesain model Education Design Research (EDR) Plomp. Teknik pengumpulan data terdiri dari validasi, observasi, angket, dan tes. Uji coba dan implementasi model dilakukan di Program Studi S1 Pendidikan IPA Universitas Pendidikan Ganesha pada semester genap tahun akademik 2022/2023, masing-masing melibatkan satu kelas dan dua kelas Etnosains dan Kearifan Lokal. Pretest dan posttest literasi sains diberikan sebelum dan sesudah proses pembelajaran dan dianalisis dengan menggunakan paired t-test, N-gain dan independent t-test. Observasi kepraktisan model dilakukan selama proses pembelajaran. Hasil penelitian menunjukkan bahwa: (1) model pembelajaran OMIRE dalam ketegori sangat valid dan reliabel; (2) praktis. Hal ini ditunjukkan dari: (a) tingkat keterlaksanaan model berkategori sangat baik dan (b) aktivitas mahasiswa berkategori sangat baik; (3) efektif mengembangkan literasi sains mahasiswa. Hal ini ditunjukkan dari: (a) terdapat peningkatan skor keterampilan literasi sains yang signifikan pada α = 5%, rerata N-gain skor dalam kategori tinggi, dan rerata N-gain skor konsisten pada kelas berbeda; (b) respon mahasiswa terhadap penerapan model pembelajaran mahasiswa adalah positif; dan (c) sikap personal dan sosial mahasiswa meningkat setelah diterapkannya model pembelajaran OMIRE. Temuan ini menunjukkan bahwa model pembelajaran OMIRE layak diterapkan dalam pembelajaran sains untuk mengembangkan literasi sains mahasiswa calon guru sains.
ABSTRACT
Sarini, Putri. 2024. OMIRE Learning Model to Develop Science Literacy of Prospective Science Teacher Students. Dissertation, Science Education Study Program, FMIPA State University of Surabaya. Supervisor: (I) Prof. Dr. Wahono Widodo, M.Si. and (II) Prof. Dr. Suyatno, M.Si.
Keywords: OMIRE learning model, scientific literacy, culture-based learning, integrated science learning, prospective science teachers.
The OMIRE (Observation, Mind-Mapping, Investigation, Reconstruction, and Evaluation) learning model is designed to develop scientific literacy among prospective science teacher. The OMIRE learning model is an integrated culture-based science learning model, synthesized from both inquiry-based and culture-based learning models. This study aims to analyze: (1) the validity, (2) the practicality, and (3) the effectiveness of the OMIRE model to develop scientific literacy among prospective science teachers. The research is Research and Development (R & D) with the Education Design Research (EDR) Plomp model design. Data collection techniques consist of validation, observation, questionnaires, and tests. The trial and implementation of the model were conducted within the Science Education Undergraduate Study Program at Ganesha University of Education during the even semester of the 2022/2023 academic year, involving one class and two classes of Ethnoscience and Local Wisdom.The pretest and posttest of scientific literacy were administered before and after the learning process and the data were analyzed using paired t-tests, N-gain scores, and independent t-tests. Observations regarding the practicality of the model were conducted throughout the learning process. The results of the study indicate that: (1) the OMIRE learning model is categorized as both highly valid and reliable; (2) it was practical, as shown by: (a) the implementation level of the model being rated as very good, and (b) student activities were categorized as very good; (3) it is effective in developing students' scientific literacy, as shown by: (a) a significant increase in scientific literacy skills scores at α = 5%, with the average N-gain score falling within the high category and the average N-gain score was consistent across different classes; (b) positive student responses to the application of the learning model; and (c) an improvement in students' personal and social attitudes following the implementation of the OMIRE learning model. These findings indicate that the OMIRE learning model is feasible to be applied in science learning to develop the scientific literacy of prospective science teachers.