Literasi sains merupakan kemampuan untuk menggunakan pengetahuan sains, mengidentifikasi permasalahan, menarik kesimpulan berdasarkan bukti ilmiah, dan membuat keputusan yang tepat. Kehidupan sehari-hari tidak lepas dari peran sains, sehingga perlu adanya generasi-generasi yang mempunyai kemampuan literasi sains. Pada umumnya kemampuan literasi sains dilatihkan melalui percobaan ilmiah. Percobaan ilmiah memerlukan waktu yang cukup panjang karena peserta didik harus memahami konsep dan orientasi masalah, setelah itu melakukan aktivitas praktikum dan analisis data, sehingga perlu adanya pembelajaran yang dapat memenuhi kebutuhan tersebut. Salah satu solusinya yaitu menggunakan blended learning. Tujuan dari penelitian ini adalah menghasilkan pembelajaran blended learning berbasis Schoology pada materi sistem respirasi kelas XI untuk melatihkan kemampuan literasi sains yang valid berdasarkan penilaian ahli, praktis berdasarkan observasi aktivitas peserta didik, dan efektif berdasarkan hasil belajar, ketuntasan indikator, dan respon peserta didik. Penelitian ini merupakan penelitian pengembangan media pembelajaran dengan menggunakan model Research and Development (R & D) yang terdiri dari analisis masalah dan potensi, pengumpulan data, desain produk, validasi desain produk, revisi desain produk, ujicoba produk, dan revisi produk 1. Ujicoba terbatas dilakukan pada 20 peserta didik kelas XI SMA Negeri 1 Kedungpring. Hasil penelitian yang telah dilakukan menunjukkan bahwa media pembelajaran yang dikembangkan dinyatakan sangat valid dengan skor 3,88. Media pembelajaran dinyatakan sangat praktis berdasarkan aktivitas peserta didik dengan persentase 93,19% dan praktis berdasarkan aktivitas keterampilan literasi sains dengan skor 80,5. Media pembelajaran dinyatakan efektif berdasarkan hasil ketuntasan belajar dengan persentase 80%, efektif berdasarkan ketercapaian indikator pembelajaran dengan persentase 75%, dan sangat efektif berdasarkan respon peserta didik dengan persentase 97,94%.

Kata kunci: literasi sains, sistem respirasi, schoology, blended learning

Scientific literacy is the ability to use scientific knowledge, identify problems, make conclusions based on scientific evidence, and make the right decisions. Daily life is inseparable from the role of science, so there needs to be generations that have scientific literacy skills. In general, scientific literacy skills are trained through scientific experiments. Scientific experiments require quite a long time because students must understand the concepts and orientation of the problem, after which they carry out practical activities and data analysis, so there is a need for learning that can needs. The solution is use blended learning. The purpose of this study was to describe the feasibility of Schoology-based blended learning in the respiratory system material of XI grade based on expert judgment, practical based on observations of student activities, and effective based on learning outcomes, completeness indicators, and student responses to train valid scientific literacy skill. This research is a learning media development study using the Research and Development (R & D) model consisting of problem and potential analysis, data collection, product design, product design validation, product design revision, product testing, and product revision 1. Limited trial carried out on 20 students of XI class SMA 1 Kedungpring. The results of the research that have been conducted show that the learning media developed is declared very valid with a score of 3,88. Learning media is stated to be very practical based on student activities with a percentage of 93,19% and practically based on the activities of science literacy skills with a score of 80,5. Learning media are declared effective based on the results of learning completeness with a percentage of 80%, effective based on the achievement of learning indicators with a percentage of 75%, and very effective based on student responses with a percentage of 97,94%.

Keywords: scientific literacy, respiration system, learning media, blended learning