Pengembangan Model Pembelajaran Read, Explore, Application (REA) Berbasis Etnosains Untuk Melatihkan Literasi Sains dan Keterampilan Komunikasi Siswa Sekolah Dasar

Development of an Ethnoscience-Based Read, Explore, Application (REA) Learning Model to Train Elementary School Students’ Science Literacy and Communication Skills

Kemampuan literasi sains dan keterampilan komunikasi siswa menjadi isu penting bagi dunia pendidikan agar siswa siap menghadapi tantangan abad 21. Penelitian ini bertujuan untuk menghasilkan model pembelajaran Read, Explore, Application (REA) berbasis etnosains sebagai suatu produk yang  valid, praktis, dan efektif untuk meningkatkan kemampuan literasi sains dan keterampilan komunikasi siswa sekolah dasar. Model REA berbasis etnosains memiliki sintaks yang terdiri dari 3 fase sesuai dengan namanya, yaitu: 1) Read, 2) Explore, dan 3) Application. Penelitian pengembangan ini menggunakan desain model pengembangan yang diadaptasi dari McKenney & Reeves yang terdiri dari 1) tahap studi pendahuluan meliputi analisis kebutuhan, studi pustaka, dan survei lapangan, 2) tahap perancangan prototype model, validasi, dan revisi, dan 3) tahap pengujian model. Instrumen penelitian terdiri atas lembar validasi, observasi, tes kemampuan literasi sains, pengamatan keterampilan komunikasi, dan angket respon siswa. Subjek penelitian ujicoba terbatas 34 siswa SDN Made 4 Lamongan, sedangkan untuk ujicoba luas kelas eksperimen 67 siswa SDN Jetis 3 Lamongan, dan kelas kontrol 57 siswa SDN Made 4 Lamongan. Teknik analisis data yang dilakukan dengan analisis deskriptif kualitatif, dan kuantitatif. Hasil penelitian menunjukkan bahwa model pembelajaran REA berbasis etnosains: 1) valid, baik secara isi maupun secara konstruk, 2) praktis, ditinjau dari keterlaksanaan pembelajaran dan aktivitas siswa dengan kategori baik, dan 3) efektif, ditinjau uji independent t test kemampuan literasi sains dan keterampilan komunikasi dengan nilai sig.(2tailed) 0,000 < 0,05 yang menunjukkan terdapat perbedaan n-gain kemampuan literasi sains dan keterampilan komunikasi kelas kontrol dan eksperimen, serta respon siswa dalam kategori sangat baik. Implikasi penelitian ini perlu adanya penelitian lebih lanjut dengan pokok bahasan lain.

Students' scientific literacy and communication skills are important issues for the world of education so that students are ready to face the challenges of the 21st century. This study aims to produce an ethnoscience-based Read, Explore, Application (REA) learning model as a valid, practical, and effective product to improve elementary school students' scientific literacy and communication skills. The ethnoscience-based REA model has a syntax consisting of 3 phases as the name suggests, namely: 1) Read, 2) Explore, and 3) Application. This development research uses a development model design adapted from McKenney & Reeves which consists of 1) a preliminary study stage including needs analysis, literature study, and field survey, 2) a prototype model design stage, validation, and revision, and 3) a model testing stage. The research instruments consist of validation sheets, observations, scientific literacy ability tests, communication skills observations, and student response questionnaires. The subjects of the limited trial were 34 students of SDN Made 4 Lamongan, while for the wide trial the experimental class was 67 students of SDN Jetis 3 Lamongan, and the control class was 57 students of SDN Made 4 Lamongan. The data analysis technique used was qualitative and quantitative descriptive analysis. The results of the study showed that the REA learning model based on ethnoscience: 1) valid, both in terms of content and construct, 2) practical, reviewed from the implementation of learning and student activities with a good category, and 3) effective, reviewed from the independent t test of scientific literacy skills and communication skills with a sig. (2-tailed) value of 0.000 <0.05 which indicates that there is a difference in n-gain in scientific literacy skills and communication skills in the control and experimental classes, and student responses are in the very good category. The implications of this study require further research with other topics