MODEL CALL (COLLABORATIVE AUGMENTED LITERACY LEARNING)  UNTUK MENINGKATKAN KETERAMPILAN LITERASI SAINS CALON GURU MADRASAH IBTIDAIYAH

CALL (Collaborative Augmented Literacy Learning) Model to Improve Student’s Science Literacy Skills

Model Collaborative Augmented Literacy Learning (CALL) dirancang untuk meningkatkan keterampilan literasi sains calon guru Madrasah Ibtidaiyah dalam pembelajaran IPA Madrasah Ibtidaiyah di perguruan tinggi. Penelitian ini bertujuan untuk menganalisis: 1) validitas 2) kepraktisan dan 2) keefektifan model CALL untuk meningkatkan keterampilan literasi sains calon guru Madrasah Ibtidaiyah. Penelitian ini dilakukan dengan menerapkan desain kuasi eksperimen one group pre-test dan post-test untuk 210 mahasiswa yang terbagi dalam program studi Pendidikan Guru Madrasah Ibtidaiyah dengan tahun berbeda selama 3 tahun di Universitas Pesantren Tinggi Darul Ulum Jombang,  Indonesia. Sebelum dan sesudah dilaksanakan proses pembelajaran,  mahasiswa diberikan tes awal (pre-test) dan tes akhir (post-test) Keterampilan lietrasi sains. Pada saat proses pembelajaran dilaksanakan,  observasi kepraktisan model dilakukan. Data yang dikumpulkan dari pre-test dan post-test dianalisis dengan menggunakan paired t-test,  N-gain dan independent t-test. Hasil penelitian menunjukkan bahwa model CALL: 1) valid dalam pembelajaran IPA Madrasah Ibtidaiyah yang ditunjukkan oleh: (a) validitas isi model CALL ditinjau dari aspek kebutuhan pengembangan model dan kebaruan pengetahuan ilmiah dalam kriteria sangat valid,  (b) validitas konstruk model CALL ditinjau dari konsistensi antar komponen model dalam kriteria sangat valid,  (c) validitas komponen perangkat SAP dalam kriteria sangat valid; 2) praktis (dapat diterapkan) dalam pembelajaran IPA Madrasah Ibtidaiyah yang ditunjukkan oleh: (a) keterlaksanaan pembelajaran model CALL berkategori baik (b) aktivitas mahasiswa relevan disetiap fase pembelajaran model CALL dan (c) mahasiswa memiliki respon berkategori baik terhadap model CALL dan 3) efektif untuk meningkatkan keterampilan literasi sains calon guru Madrasah Ibtidaiyah,  yang ditunjukkan oleh: (a) terdapat peningkatan skor keterampilan literasi sains yang signifikan pada α = 5%,  (b) rerata N-gain berkategori sedang dan (c) rerata N-gain konsisten (tidak berbeda) untuk program studi yang sama.

Collaborative Augmented Literacy Learning (CALL) model is designed to improve the literacy skills of prospective MI teachers in learning science MI in universities. This study aims to analyze: 1) validity 2) practicality and 2) the effectiveness of the CALL model to improve the scientific literacy skills of prospective MI teachers. This research was conducted by applying a quasi-experimental design of one group pre-test and post-test for 210 students who were divided into PGMI study programs with different years for 4 years at Unipdu Jombang, Indonesia. Before and after the learning process is carried out, students are given a pre-test and a post-test for scientific liability skills. When the learning process is carried out, observation of the practicality of the model is carried out. Data collected from pre-test and post-test were analyzed using paired t-test, N-gain and independent dependent t-test. The results showed that the CALL model: 1) valid in MI science learning as indicated by: (a) the validity of the contents of the CALL model in terms of the model development needs and the novelty of scientific knowledge in very valid criteria, (b) the validity of the CALL model construct in terms of consistency between the component models in the criteria are very valid, (c) the validity of the SAP device components in the criteria are very valid; 2) practical (can be applied) in MI learning science shown by: (a) the implementation of the learning model CALL good category (b) student activity is relevant in every phase of learning the CALL model and (c) students have a good response category to the CALL model and 3) effective to improve the science literacy skills of prospective MI teachers, which is shown by: (a) there is a significant increase in science literacy skills scores at α = 5%, (b) the average N-gain is in the medium category and (c) the average N-gain is consistent ( not different) for the same study program.