Pengembangan Perangkat Pembelajaran IPA Model Argument Driven Inquiry (ADI) dengan Konteks Education for Sustainable Development (ESD) untuk Meningkatkan Literasi Sains Peserta Didik SMP

Development of Science Learning Tools Argument Driven Inquiry (ADI) Model with Education for Sustainable Development (ESD) Context to Improve Science Literacy of Junior High School Students

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran IPA berbasis model Argument-Driven Inquiry (ADI) dengan konteks Education for Sustainable Development (ESD) yang valid, praktis, dan efektif untuk meningkatkan literasi sains peserta didik SMP. Pengembangan perangkat pembelajaran menggunakan model ADDIE dan diujicobakan di kelas VIII pada semester ganjil tahun ajaran 2024/2025 dengan One-Group Pretest-Posttest Design. Pengumpulan data dilakukan melalui metode observasi, tes, dan angket. Teknik analisis data menggunakan analisis deskriptif kuantitatif, kualitatif, serta uji statistik parametrik. Hasil penelitian menunjukkan bahwa: (1) Perangkat pembelajaran yang dikembangkan berkategori valid; (2) Perangkat pembelajaran ditinjau dari keterlaksanaan RPP berkategori praktis, serta aktivitas peserta didik sesuai dengan tahap-tahap pada model ADI dengan konteks ESD; dan (3) Keefektifan perangkat pembelajaran ditinjau dari: (a) Peningkatan literasi sains peserta didik terlihat dari n-gain dengan kategori sedang hingga tinggi dan hasil analisis uji statistik parametrik, yaitu: 1) Terdapat perbedaan yang signifikan peningkatan literasi sains sebelum dan sesudah penggunaan perangkat pembelajaran, 2) Tidak terdapat perbedaan rata-rata literasi sains peserta didik pada kelas yang satu dengan kelas yang lain sehingga perangkat pembelajaran memberikan efek yang konsisten pada semua kelas, dan 3) Perangkat pembelajaran memiliki dampak yang signifikan terhadap peningkatan literasi sains; serta (b) Respon peserta didik terhadap perangkat dan pelaksanaan pembelajaran sangat positif. Disimpulkan bahwa perangkat pembelajaran IPA berbasis Argument-Driven Inquiry dengan konteks Education for Sustainable Development yang dikembangkan valid, praktis, dan efektif untuk meningkatkan literasi sains peserta didik SMP.

This study aims to produce a science learning tool based on the Argument-Driven Inquiry (ADI) model with the context of Education for Sustainable Development (ESD) that is valid, practical, and effective to improve the science literacy of junior high school students. The development of learning tools uses the ADDIE model and is piloted in grade VIII in the odd semester of the 2024/2025 school year with One-Group Pretest-Posttest Design. Data collection is carried out through observation, test, and questionnaire methods. Data analysis techniques use quantitative descriptive analysis, qualitative, and parametric statistical tests. The results of the study show that: (1) The learning tools developed are categorized as valid; (2) The learning tools are reviewed from the implementation of the practical category of lesson plans, as well as student activities in accordance with the stages in the ADI model with the context of ESD; and (3) The effectiveness of the learning tools was reviewed from: (a) The increase in students' science literacy was seen from n-gain with medium to high categories and the results of parametric statistical test analysis, namely: 1) There was a significant difference in the increase in science literacy before and after the use of learning tools, 2) There was no difference in the average science literacy of students in one class to another so that the learning tools had a significant effect consistency in all grades, and 3) learning tools have a significant impact on improving science literacy; and (b) Students' responses to the learning tools and implementation were very positive. It was concluded that the Argument-Driven Inquiry-based science learning tool in the context of Education for Sustainable Development was developed to be valid, practical, and effective to improve the science literacy of junior high school students.