IMPLEMENTATION OF THE READ, ANSWER, DISCUSS, EXPLAIN, AND CREATE (RADEC) LEARNING MODEL TO IMPROVE SCIENTIFIC LITERACY OF JUNIOR HIGH SCHOOL STUDENTS

Literasi sains adalah kemampuan individu untuk memahami dan terlibat dengan isu-isu sains sebagai warga negara yang reflektif. Banyak siswa memiliki literasi sains rendah, menghambat pemahaman konsep ilmiah. Penelitian ini bertujuan mendeskripsikan (1) keterlaksanaan pembelajaran RADEC dalam meningkatkan literasi sains, (2) peningkatan literasi sains siswa SMP dengan model RADEC, (3) respons siswa terhadap model RADEC. Jenis penelitian yang digunakan adalah pre-experimental design dengan desain one-group pretest-posttest, penelitian dilakukan di SMP Negeri 54 Surabaya pada kelas VII G dengan teknik penentuan sasaran yakni purposive sampling. Instrumen yang digunakan adalah lembar keterlaksanaan pembelajaran, lembar tes literasi sains, dan angket respons siswa. Data dikumpulkan melalui observasi, tes, dan kuesioner. Hasil menunjukkan pembelajaran RADEC terlaksana sangat baik dengan persentase sebesar 98,6%, literasi sains siswa meningkat dengan N-Gain 0,60, kategori sedang, dan ada perbedaan signifikan sebelum dan sesudah intervensi. Respons siswa terhadap RADEC sangat positif sebesar 88,5% dengan kategori sangat setuju.

Kata Kunci: Literasi Sains, Model RADEC

Science literacy is the ability of individuals to understand and engage with science issues as reflective citizens. Many students have low science literacy, hindering the understanding of scientific concepts. This study aims to describe (1) the implementation of RADEC learning in improving science literacy, (2) the improvement of junior high school students' science literacy with RADEC model, (3) students' response to RADEC model. The type of research used was pre-experimental design with one-group pretest-posttest design, the research was conducted at SMP Negeri 54 Surabaya in class VII G with purposive sampling technique. The instruments used were learning implementation sheet, science literacy test sheet, and student response questionnaire. Data were collected through observation, tests, and questionnaires. The results showed RADEC learning was very well implemented with a percentage of 98.6%, students' science literacy increased with N-Gain 0.60, medium category, and there was a significant difference before and after the intervention. Students' response to RADEC was very positive at 88.5% with a strongly agree category.

Keywords: Scientific Literacy, RADEC Model