Penerapan Model Glocal Wisdom pada Permainan Kelereng dan Billiard untuk Meningkatkan Keterampilan Literasi Sains Peserta Didik SMA

Implementation of the Glocal Wisdom Model in Marbles and Billiards Games to Improve High School Students' Science Literacy Skills

Pembelajaran fisika sering dianggap abstrak dan jauh dari ‎kehidupan sehari-hari, ‎sehingga diperlukan pendekatan ‎kontekstual yang mampu menjembatani konsep ‎sains dengan ‎pengalaman nyata peserta didik. Penelitian ini bertujuan untuk ‎‎menganalisis keterlaksanaan model pembelajaran Glocal ‎Wisdom, menganalisis ‎pengaruhnya terhadap peningkatan ‎keterampilan literasi sains melalui permainan ‎kelereng dan ‎billiard, serta menganalisis respon peserta didik terhadap ‎pendekatan ‎tersebut. Penelitian menggunakan desain quasi-‎experimental dengan tiga kelas, yaitu kelas eksperimen, replika, ‎dan kontrol yang diberikan perlakuan pembelajaran berbeda. ‎Data dikumpulkan melalui lembar observasi keterlaksanaan ‎pembelajaran, tes literasi sains berupa pre-test dan post-test, ‎serta angket respon peserta didik yang dianalisis ‎menggunakan metode Structural Equation Modeling–Partial Least ‎Squares (SEM-PLS). Analisis data diawali dengan uji prasyarat ‎berupa uji normalitas dan homogenitas, yang menunjukkan ‎bahwa data tidak sepenuhnya memenuhi asumsi parametrik, ‎sehingga analisis perbedaan peningkatan literasi sains antar ‎kelas dilanjutkan menggunakan uji nonparametrik Kruskal–‎Wallis dan uji lanjut Mann–Whitney U, serta perhitungan n-‎gain untuk mengetahui efektivitas peningkatan. Hasil ‎penelitian menunjukkan bahwa keterlaksanaan pembelajaran ‎pada kelas eksperimen dan replika berada pada kategori ‎sangat baik di setiap fase sintaks model Glocal Wisdom. Hasil ‎uji Kruskal–Wallis menunjukkan adanya perbedaan ‎peningkatan literasi sains yang signifikan antar kelas, dengan ‎nilai n-gain kelas eksperimen dan replika berada pada kategori ‎tinggi dan lebih unggul dibandingkan kelas kontrol. Analisis ‎SEM-PLS menunjukkan bahwa model Glocal Wisdom ‎berpengaruh signifikan terhadap pemahaman kearifan lokal, ‎pemahaman konsep fisika, dan motivasi belajar peserta didik, ‎yang secara langsung maupun tidak langsung berdampak ‎positif terhadap respon peserta didik. Temuan ini menegaskan ‎bahwa pembelajaran Glocal Wisdom efektif dalam ‎meningkatkan literasi sains serta memperkuat keterkaitan ‎antara konsep fisika, budaya lokal, dan konteks global sebagai ‎bagian dari penguatan kompetensi abad 21.‎

Physics learning is often considered abstract and far removed from everyday life, so a contextual approach is needed to bridge scientific concepts with the real-life experiences of students. This study aims to analyze the implementation of the Glocal Wisdom learning model, analyze its effect on improving science literacy skills through marbles and billiards games, and analyze students' responses to this approach. The research used a quasi-experimental design with three classes, namely experimental, replica, and control classes, which were given different learning treatments. Data were collected through learning implementation observation sheets, science literacy tests in the form of pre-tests and post-tests, and student response questionnaires, which were analyzed using the Structural Equation Modeling–Partial Least Squares (SEM-PLS) method. Data analysis began with prerequisite tests of normality and homogeneity, which showed that the data did not fully meet the parametric assumptions, so the analysis of differences in science literacy improvement between classes was continued using the nonparametric Kruskal-Wallis test and Mann–Whitney U follow-up test, as well as n-gain calculations to determine the effectiveness of the improvement. The results showed that the implementation of learning in the experimental and replica classes was in the excellent category in each phase of the Glocal Wisdom model syntax. The Kruskal-Wallis test results showed a significant difference in science literacy improvement between classes, with the n-gain values of the experimental and replica classes being in the high category and superior to those of the control class. SEM-PLS analysis shows that the Glocal Wisdom model has a significant effect on students' understanding of local wisdom, understanding of physics concepts, and learning motivation, which directly and indirectly have a positive impact on student response. These findings confirm that Glocal Wisdom learning is effective in improving science literacy and strengthening the connection between physics concepts, local culture, and global context as part of strengthening 21st-century competencies.