Model collaborative learning merupakan model pembelajaran yang dilakukan dengan membentuk kelompok, tiap anggota kelompok didorong untuk memberikan ide untuk menyelesaikan masalah. Model collaborative learning terdiri dari tahap engagement, exploration, transformation, extention, presentation dan reflection. Setiap tahapan collaborative learning bertujuan untuk melatihkan literasi sains dengan melakukan kegiatan mengamati, menanya, mengumpulkan data, menganalisis data dan mempresentasikan yang dapat melatihkan keterampilan literasi sains peserta didik. Tujuan dari penelitian ini adalah menghasilkan buku ajar model collaborative learning materi perubahan lingkungan kelas X SMA untuk melatihkan literasi sains yang layak secara teoretis dan empiris. Pengembangan buku ajar menggunakan model pengembangan 4D yaitu define, design, develop dan disseminate, namun tanpa disseminate. Uji coba dilakukan terbatas sebanyak 16 peserta didik kelas X MIA 3 SMA Negeri 1 Purwoasri Kediri. Teknik pengumpulan data menggunakan metode telaah lembar validasi, metode keterbacaan buku ajar dengan grafik Fry, respon peserta didik, keterlaksanaan buku ajar dan keterampilan literasi sains. Teknik analisis data dalam penelitian ini yaitu analisis hasil validasi, analisis keterbacaan buku ajar, analisis respon peserta didik, analisis keterlaksanaan dan analisis keterampilan literasi sians. Parameter kelayakan teoriris dalam penelitian ini yaitu validitas yang meliputi isi, penyajian dan bahasa. Hasil penelitian menunjukkan validitas buku ajar yang dikembangkan sebesar 3,93, persentase 98,25% dan kategori sangat valid. Kelayakan teoretis dilihat berdasarkan keterbacaan menggunakan grafik Fry memperoleh hasil pada level kelas 10, angket respon peserta didik menunjukkan 97,62% dengan respon yang positif, dan keterlaksanaan buku ajar mendapatkan skor 100%. Literasi sains peserta didik mencapai 89,37.
Kata kunci : Buku Ajar, Model Collaborative Learning, Perubahan Lingkungan, Keterampilan Literasi Sains.
Collaborative learning model is a learning model that is done by forming groups, each group member is encouraged to give ideas to solve problems. Collaborative learning model consists of stages engagement, exploration, transformation, extension, presentation and reflection. Each stage of collaborative learning aims to solve problems by observing, asking questions, collecting data, analyzing data and presenting that is able to train students' science literacy skills. The purpose of this study is to produce collaborative learning biology student books in evironmental changes material to train science literacy skills of 10th grade students that is feasible theoritically and empirically. The textbooks is developed by using the 4D development model, namely define, design, develop and disseminate, but without disseminate. Limited trial was implemented to 16 member of class X MIA 3 in SMA 1 Purwoasri Kediri. Data collection technique used in this study are validation sheet review, Frey graphs readability, student’s responses, implementation, and science literacy skills. Each of data had been collected and then analysed. The theoretical feasibility parameters in this study is validity which includes content, presentation and language. The feasibility result of the developed student book was 3.93, the percentage was 98.25% and the category was very valid. Readibility which is showing theoretical feasibility measured by Fry chart was obtained the 10th grade level, the students response questionnaire showed positive response with the result was 97.62%, and the implementation of student books scored 100%. Science literacy of students reaches 89.37.
Keywords: Student book, Collaborative Learning Models, Environmental Changes, Science Literacy Skills.