Pengembangan Perangkat Problem Based Learning terintegrasi TPACK untuk Meningkatkan Keterampilan Literasi Sains dan Pemecahan Masalah Peserta Didik pada Materi Pemanasan Global

Development of TPACK's Integrated Problem Based Learning Tool to Improve Science Literacy and Problem-Solving Skills of Students on Global Warming Materials

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran dalam meningkatkan keterampilan literasi sains dan pemecahan masalah peserta didik pada materi pemanasan global di jenjang SMA/MA. Pengembangan perangkat pembelajaran ini menggunakan model pengembangan 4-D (define, design, develop, dan disseminate) Penelitian pengembangan perangkat pembelajaran dilakukan di Pascasarjana Unesa dan tahap implementasi dilaksanakan di MAN 2 Lamongan. Instrumen penelitian yang digunakan yaitu penilaian validitas, kepraktisan, dan efektivitas. Teknik pengumpulan data berupa validasi, observasi, lembar tes, dan angket. Data penelitian dianalisis secara deskriptif kuantitatif. Hasil yang diperoleh adalah (1) perangkat pembelajaran yang telah dikembangkan dinyatakan valid ditinjau dari kriteria isi, penyajian, maupun Bahasa; (2) perangkat pembelajaran yang dikembangkan dinyatakan praktis ditinjau dari (i) tingkat keterlaksanaan pembelajaran tergolong baik dan sangat baik, (ii) aktivitas peserta didik tergolong baik dan sangat baik, dan (iii) kendala yang ditemui dalam pembelajaran dapat diatasi sehingga proses pembelajaran dapat mencapai tujuan yang diharapkan; (3) perangkat pembelajaran dinyatakan efektif karena dapat meningkatkan literasi sains dan keterampilan pemecahan masalah peserta didik dengan peningkatan berkategori tinggi dengan nilai N-gain secara berturut sebesar 0,75 dan 0,70, serta memperoleh respon sangat baik dari subyek penelitian. Dengan demikian dapat disimpulkan bahwa perangkat pembelajaran yang telah dikembangkan dinyatakan layak untuk meningkatkan literasi sains dan keterampilan pemecahan masalah peserta didik.

This study aims to produce learning tools to improve students' scientific literacy and problem-solving skills on global warming in Senior High School. The development of these learning tools used the 4-D development model (define, design, develop, and disseminate). Research on the development of learning tools was carried out at the Unesa Postgraduate Program and the implementation phase was carried out at state Islamic High School 2 Lamongan. The research instrument used is the assessment of validity, practicality, and effectiveness. Data collection techniques include validation, observation, test sheets, and questionnaires. Research data were analyzed in a quantitative descriptive manner. The results obtained are (1) the learning tools that have been developed are declared valid in terms of content, presentation, and language criteria; (2) the learning tools developed are stated to be practical in terms of (i) the level of implementation of learning is classified as good and very good, (ii) the activities of students are classified as good and very good, and (iii) the obstacles encountered in learning can be overcome so that the learning process can be achieve the expected goals; (3) the learning device was declared effective because it could improve students' scientific literacy and problem-solving skills with an increase in the high category with consecutive N-gain values of 0.75 and 0.70, and obtained very good responses from research subjects. Thus it can be concluded that the learning tools that have been developed are declared feasible to improve students' scientific literacy and problem solving skills.