Penerapan Socio Scientific Issues (SSI) pada Stimulasi Model Discovery Learning untuk Meningkatkan Literasi Sains Peserta Didik

The Implementation of Socio-Scientific Issues (SSI) in the Stimulation of the Discovery Learning Model to Improve Students’ Scientific Literacy

Tujuan dari penelitian ini adalah untuk mendeskripsikan keterlaksanaan pembelajaran, peningkatan literasi sains peserta didik, dan respons peserta didik setelah diterapkan Socio Scientific Issues (SSI) pada stimulasi model Discovery Learning. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan desain One Group Pretest-Posttest. Subjek penelitian melibatkan 30 peserta didik kelas VII-D SMP Negeri 13 Surabaya. Teknik pengumpulan data diimplementasikan melalui observasi, tes, serta survei. Peningkatan literasi sains dianalisis dengan perhitungan N-Gain. Hasil dari penelitian ini menunjukan persentase keterlaksanaan pembelajaran dari pertemuan pertama hingga ketiga adalah 90%, 95%, dan 98%, dalam kategori sangat baik. Peningkatan literasi sains berdasarkan skor N-Gain sebesar 0,72 dalam kategori tinggi. Respon peserta didik terhadap pembelajaran ini mendapatkan respons positif, dengan rata-rata memilih opsi sangat setuju sebanyak 46,67% dan setuju sebanyak 51,7%. Berdasarkan hasil penelitian ini, pembelajaran IPA dengan menerapkan SSI pada stimulasi model Discovery Learning meningkatkan literasi sains peserta didik.

Kata kunci: Literasi Sains, Discovery Learning, Socio Scientific Issues.

The purpose of this study is to describe the implementation of learning, the improvement of students' scientific literacy, and students' responses after the application of Socio-Scientific Issues (SSI) in the stimulation phase of the Discovery Learning model. This research uses a descriptive quantitative approach with a One Group Pretest-Posttest design. The research subjects involved 30 seventh-grade students (Class VII-D) from SMP Negeri 13 Surabaya. Data collection techniques were carried out through observation, tests, and surveys. The improvement of scientific literacy was analyzed using the N-Gain calculation. The results of this study show that the percentage of learning implementation from the first to the third meeting was 90%, 95%, and 98%, categorized as very good. The improvement in scientific literacy based on the N-Gain score was 0.72, which falls into the high category. Students' responses to this learning approach were positive, with an average of 46.67% choosing the "strongly agree" option and 51.7% choosing "agree." Based on these results, science learning that applies SSI in the stimulation phase of the Discovery Learning model improves students' scientific literacy.

Keywords: Scientific Literacy, Discovery Learning, Socio Scientific Issues.