Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, literasi sains siswa, dan respon siswa melalui proses wawancara berkaitan dengan penerapan pembelajaran kontekstual materi zat adiktif. Penelitian ini adalah penelitian pre eksperimental dengan  desain “One Group Pretest Postest Design” menggunakan satu kelas yang dijadikan subjek penelitian. Penelitian dilaksanakan di SMP Labschool Unesa pada semester genap tahun ajaran 2018/2019. Metode pengumpulan data, dilaksanakan dengan observasi pembelajaran, tes literasi sains, dan wawancara. Tehnik analisis data dalam penelitian ini menggunakan deskriptif kuantitatif dan kualitatif. Subjek penelitian yaitu kelas VIII-A yang berjumlah 28 orang. Keterlaksanaan pembelajaran kontekstual pada pertemuan pertama dan kedua memperoleh skor dengan kategori sangat baik. Peningkatan skor N-Gain sebesar 0.70 dengan kategori sangat tinggi, pada aspek literasi sains, pada pretest siswa hanya mencapai tahapan conceptual scientific literacy, sementara pada posttest meningkat hingga mencapai tahapan multidimentional scientific literacy.  Hasil uji-t memperoleh nilai 0,61. Aspek respon siswa, didapatkan hasil bahwa pembelajaran kontekstual dapat meningkatkan literasi sains siswa, hal ini terlihat dari kemampuan siswa menghubungkan ilmu pengetahuan yang diperolehnya dalam kehidupan sehari-hari, termasuk memberikan solusi secara bermakna kepada orang lain. Berdasarkan hasil penelitian tersebut, maka dapat disimpulkan bahwa pembelajaran kontekstual materi zat adiktif dapat meningkatkan literasi sains siswa.

Kata Kunci          : Pembelajaran Kontekstual, Literasi Sains, Zat Adiktif

This research aims to describe the implementation of learning, students' scientific literacy, and students' responses through the interview process related to the application of addictive material by using contextual learning. This study is a pre-experimental study with the design of "One Group Pretest Postest Design" using one class that was used as the research subject. The study was conducted at Junior High School of Unesa Labschool in the even semester of the 2018/2019 academic year. The research subjects were class VIII-A which has 28 students. The implementation of contextual learning in the first and second meetings got a score with a very good category. Meanwhile, there is increasing N-Gain score of 0.70 with a very high category, especially the increase score from pretest to posttest, the scientific literacy aspect obtained results in increasing scientific literacy of student, thus at the pretest stage the students only reached the conceptual scientific literacy stage, meanwhile in the posttest stage it increased until it reached the multidimentional scientific literacy stage. The t-test results obtained a value of 0.61. Furthermore, on the aspects of student responses obtained through interview stages, It can be reported that contextual learning can improve students' scientific literacy, it can be seen from the students' ability to connect the knowledge gained in students' daily lives, including providing meaningful solutions to others. Based on the results of the studies, it can be concluded that the contextual learning of addictive substances can improve students' scientific literacy.

Keywords: Contextual Learning, Science Literacy, Addictive Substance