Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran IPA berbasis socio-scientific issues, peningkatan kemampuan literasi sains siswa, dan respons siswa setelah diterapkan model pembelajaran IPA berbasis socio-scientific issues pada materi zat aditif dalam makanan. Jenis penelitian yang digunakan adalah pre experimental design dengan rancangan penelitian one group pre-test and post-test design. Subjek yang digunakan dalam penelitian yaitu siswa kelas VIII I SMP Negeri 1 Tulangan Sidoarjo. Teknik pengumpulan data yang digunakan yaitu pengamatan, tes, dan angket. Peningkatan kemampuan literasi sains dianalisis menggunakan uji N-Gain skor. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran IPA berbasis socio-scientific issues terlaksana dengan skor rata-rata sebesar 3,78 dalam kategori sangat baik. Kemampuan literasi sains siswa saat pre-test memperoleh rata-rata sebesar 45. Setelah diterapkannya pembelajaran IPA berbasis socio-scientific issues pada materi zat aditif dalam makanan memperoleh rata-rata post-test sebesar 82. Peningkatan kemampuan literasi sains siswa tersebut dikategorikan sedang dengan indeks gain 0,67. Respons siswa terhadap pembelajaran IPA berbasis socio-scientific issues dikategorikan sangat baik dengan persentase rata-rata siswa yang memberikan respons positif sebesar 89,5%. Berdasarkan hasil penelitian yang diperoleh, dapat disimpulkan bahwa proses pembelajaran IPA berbasis socio-scientific issues pada materi zat aditif dalam makanan dapat meningkatkan kemampuan literasi sains siswa.
Kata Kunci : Literasi Sains, Socio-Scientific Issues, Zat Aditif
This study aimed to describe the implementation of science learning based on socio-scientific issues, increase the ability of students' scientific literacy, and student responses after applying socio-scientific issues-based science learning on additives in food. This type of research is a pre experimental design with one group pre-test and post-test design. The subjects used in the research were students of class VIII I of Junior High School of 1 Tulangan Sidoarjo. Data collection techniques used were observation, tests, and questionnaires. Improved scientific literacy skills were analyzed using the N-Gain score test. The results showed that the implementation of socio-scientific issues-based science learning was carried out with an average score of 3,78 in the excellent category. The ability of scientific literacy of students during the pre-test obtained an average of 45. After the application of socio-scientific issues-based science learning on additive substances in food obtained an average post-test of 82. The increase in students' scientific literacy ability was categorized moderately with an index gain of 0,67. Students' responses to socio-scientific issues-based science learning are categorized very well with the average percentage of students giving a positive response of 89,5%. Based on the research results obtained, it can be concluded that the socio-scientific issues-based science learning on additives in food can improve students' scientific literacy abilities.
Keywords: Science Literacy, Socio-Scientific Issues, Additives