PENERAPAN MODEL GUIDED INQUIRY LEARNING BERBASIS SCIENCE, ENVIRONMENTAL, TECHNOLOGY, SOCIETY (SETS) UNTUK MENINGKATKAN LITERASI SAINS PESERTA DIDIK

APPLICATION OF A GUIDED INQUIRY LEARNING MODEL BASED ON SCIENCE, ENVIRONMENTAL, TECHNOLOGY, SOCIETY (SETS) TO IMPROVE STUDENTS' SCIENTIFIC LITERACY

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran IPA dengan pendekatan Science, Environmental, Technology, Society (SETS), peningkatan kemampuan literasi sains peserta didik, serta respon peserta didik setelah penerapan model Guided Inquiry Learning Berbasis Science, Environmental, Technology, Society (SETS) Untuk Meningkatkan Literasi Sains Peserta Didik. Penelitian ini menggunakan indikator Literasi Sains dari TOSLS yang dikembangkan oleh Gormally yakni; Peserta didik mampu merumuskan pernyataan saintifik, Peserta didik mampu menggunakan referensi dengan tepat, Peserta didik mampu melakukan analysis masalah, Peserta didik mampu memahami desain penelitian, Peserta didik mampu membuat grafik data, Peserta didik mampu menginterpretasikan data, Peserta didik mampu memecahkan masalah menggunakan statistik probabilitas, Peserta didik mampu menginterpretasikan statistika dalam suatu penelitian, Peserta didik mampu membuat kesimpulan. Jenis penelitian yang digunakan adalah deskriptif-kuantitatif dengan rancangan One Group Pretest Posttest Design. Subjek dalam penelitian ini yaitu peserta didik kelas VII-K SMP Negeri 1 Wonoayu dengan jumlah 35 siswa. Instrumen yang digunakan pada penelitian ini yaitu lembar tes literasi sains, lembar observasi keterlaksanaan pembelajaran, dan lembar angket respon peserta didik. Hasil dari penelitian ini menunjukkan bahwa kemampuan literasi sains peserta didik mengalami peningkatan dengan nilai N-Gain sebesar 0,74 dengan kategori tinggi. Keterlaksanaan pembelajaran terlaksana seluruhnya dengan rata-rata kualitas sebesar 95%. Respon peserta didik sangat baik dengan persentase 95%. Kesimpulan yang dapat diambil yakni pembelajaran dengan Penerapan Model Guided Inquiry Learning Berbasis Science, Environmental, Technology, Society (SETS) Berhasil Meningkatkan Literasi Sains Peserta Didik. 

This research aims to describe the implementation of science learning using the Science, Environmental, Technology, Society (SETS) approach, increasing students' scientific literacy skills, as well as students' responses after implementing the Guided Inquiry Learning model based on Science, Environmental, Technology, Society (SETS). Improving Students' Scientific Literacy. This research uses the Scientific Literacy indicators from TOSLS developed by Gormally, namely; Students can formulate scientific statements, Students can use references appropriately, Students can carry out problem analysis, Students can understand research design, Students can create data graphs, Students can interpret data, Students can solve problems using probability statistics, Students can interpret statistics in a study, Students can make conclusions. The type of research used is descriptive-quantitative with a One Group Pretest Posttest Design. The subjects in this research were students in class VII-K of SMP Negeri 1 Wonoayu with 35 students. The instruments used in this research were scientific literacy test sheets, learning implementation observation sheets, and student response questionnaire sheets. This research shows that students' scientific literacy abilities have increased with an N-Gain value of 0.74 in the high category. Learning was implemented entirely with an average quality of 95%. Student response was very good with a percentage of 95%. The conclusion that can be drawn is that learning by implementing the Guided Inquiry Learning Model Based on Science, Environment, Technology, Society (SETS) has succeeded in increasing students' scientific literacy.