PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA MODEL PROBLEM BASED LEARNING TERINTEGRASI LITERASI SAINS PADA MATERI ZAT ADITIF DAN ADIKTIF
UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK KELAS VIII SMP
ABSTRAK
Eko Puji Lestari, 2022. Pengembangan Perangkat Pembelajaran IPA Model Problem Based Learning Terintegrasi Literasi Sains Pada Materi Zat Aditif dan Adiktif Untuk Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik Kelas VIII SMP. Tesis. Program Studi Pendidikan Sains, Pascasarjana Universitas Negeri Surabaya. Pembimbing: (1) Prof. Dr. Wasis, M.Si., (2) Dr. Tarzan Purnomo., M.Si.
Kata Kunci: Perangkat Pembelajaran IPA, Model Problem Based Learning, Literasi Sains, Kemampuan Pemecahan Masalah
Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran IPA model Problem Based Learning (PBL) diintegrasikan dengan literasi sains yang layak untuk meningkatkan kemampuan memecahkan masalah peserta didik SMP kelas VIII. Penelitian ini menggunakan model pengembangan dengan tahapan Four-D (4D) yang meliputi Define, Design, Develop, dan Disseminate. Tahap implementasi dilaksanakan pada peserta didik kelas VIII SMP Al Muslim Sidoarjo dengan menggunakan desain penelitian one group pretest-postest design. Pengembangan perangkat pembelajaran dalam penelitian ini divalidasi oleh tiga validator. Teknik pengumpulan data menggunakan metode validasi, observasi, tes dan angket. Sedangkan analisis data yang digunakan model sequential explanatory yakni pengumpulan data dan analisis data kuantitatif pada tahap pertama. Kemudian dilanjutkan pada tahap kedua pengumpulan dan analisis data kualitatif guna memperkuat hasil data kuantitatif pada tahap pertama.
Hasil penelitian menunjukkan bahwa validitas perangkat pembelajaran berkategori sangat valid; penilaian keterlaksanan pembelajaran berkategori baik; aktivitas pembelajaran yang dilakukan peserta didik berkategori baik; nilai tes kemampuan pemecahan masalah peserta didik mengalami peningkatan yang signifikan setelah diterapkan pembelajaran IPA model Problem Based Learning yang diintegrasikan literasi sains memiliki kategori n-gain tinggi yakni masing-masing kelas memiliki rata-rata n-gain 0,79; 0,81; 0,78; respon peserta didik terhadap pembelajaran berkategori baik. Berdasarkan hasil analisis data, disimpulkan bahwa perangkat pembelajaran yang dikembangkan layak digunakan untuk meningkatkan kemampuan pemecahan masalah peserta didik
ABSTRACT
Eko Puji Lestari, 2022. Development of Science Learning Materials in Integrated Problem Based Learning Scientific Literacy in Additive and Addictive Substance Materials to Improve Problem-Solving Ability of 8th Junior High School Students. Thesis. Science Education Study Program, Postgraduate Program, State University of Surabaya. Advisors:(1) Prof. Dr. Wasis, M.Si., (2) Dr. Tarzan Purnomo., M.Sc.
Keywords: Science Learning Devices, Problem Based Learning Models, Scientific Literacy, Problem Solving Ability
This study aimed to produce science learning device of Problem Based Learning (PBL) model which was integrated with proper scientific literacy to improve the ability of the eighth grader students of secondary level on solving problem. This study used development model that consisted of 4D stages Define, Design, Develop, dan Disseminate. The implementation phase was carried out for the eighth grader students of SMP Al Muslim Sidoarjo by using one group pre-test post test research design. The development of learning device on this study was validated by three validators. The data collection techniques used validation method, observation, test and questionnaire. The data analysis of this study used sequential explanatory which means quantitative data was collected and analyzed first, then qualitative data was collected and analyzed based on the quantitative results.
The results of the study showed that the validity of the learning tools was in very valid category assessment of learning implementation was in good category learning activities carried out by students were in good category; the test scores of students problem solving abilities increased significantly after applying the Problem Based Learning model of science learning which integrated scientific literacy had a high n-gain category, namely that each class had an average n-gain of 0.79; 0.81; 0.78 students responses to learning activities were also categorized good. Based on the results of data analysis, it was concluded that the learning tools developed were deserved to use to improve students problem solving abilities.