Penerapan Model Pembelajaran ADI Berpendekatan SETS Untuk Meningkatkan Kemampuan Literasi Sains Pada Materi Pemanasan Global

Implementation of the ADI Learning Model Using the SETS Approach to Improve Scientific Literacy Skills on Global Warming Material

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, peningkatan kemampuan literasi sains, dan responss peserta didik terhadap penerapan model pembelajaran Argument-Driven Inquiry (ADI) berpendekatan Science, Environment, Technology, and Society (SETS). Metode penelitian yang digunakan adalah true experiment dengan desain pretest-posttest control group design. Penelitian ini dilaksanakan di SMA Negeri 2 Pamekasan dengan subjek penelitian yaitu kelas X-A, X-D, dan X-E yang berjumlah total 100 siswa. Teknik pengumpulan data dilakukan melalui observasi, tes, dan angket respons peserta didik, dengan instrumen berupa lembar observasi, soal tes, dan angket. Keterlaksanaan pembelajaran menunjukkan hasil sangat baik di setiap pertemuan, menandakan kegiatan berjalan sesuai rencana. Peningkatan literasi sains dianalisis melalui N-gain, dengan hasil kategori tinggi pada kelas eksperimen 1 dan 2, serta kategori rendah pada kelas kontrol. Uji Welch ANOVA digunakan karena data tidak homogen, dan menunjukkan perbedaan signifikan antar kelompok. Uji Games-Howell mengonfirmasi perbedaan signifikan antara kelas kontrol dengan kedua kelas eksperimen. Uji-t berpasangan juga menunjukkan perbedaan signifikan antara pretest dan posttest di tiap kelompok. Respons peserta didik positif, mencerminkan keterlibatan dan ketertarikan mereka terhadap pembelajaran ADI berpendekatan SETS.

Kata kunci: literasi sains, argument driven inquiry, SETS, pemanasan global

This study aims to describe the implementation of learning, the improvement of science literacy skills, and the response of students to the application of the Argument-Driven Inquiry (ADI) learning model with the Science, Environment, Technology, and Society (SETS) approach. The research method used was a true experiment with a pretest-posttest control group design. This research was carried out at SMA Negeri 2 Pamekasan with research subjects namely classes X-A, X-D, and X-E which totaled 100 students. The data collection technique is carried out through observation, tests, and questionnaires of student responses, with instruments in the form of observation sheets, test questions, and questionnaires. The implementation of learning showed very good results in each meeting, indicating that the activities went according to plan. The increase in science literacy was analyzed through N-gain, with high category results in experimental classes 1 and 2, and low category results in control classes. The ANOVA Welch test was used because the data were not homogeneous, and showed significant differences between groups. The Games-Howell test confirmed a significant difference between the control class and the two experimental classes. The paired t-test also showed significant differences between the pretest and posttest in each group. Students' responses are positive, reflecting their involvement and interest in ADI learning with the SETS approach.

Keywords: scientific literacy, argument driven inquiry, SETS, global warming