PENERAPAN MODEL CLASSROOM DISCUSSION BERBASIS SOCIO-SCIENTIFIC ISSUES TERHADAP LITERASI SAINS SISWA SMP

IMPLEMENTATION OF A CLASSROOM DISCUSSION MODEL BASED ON SOCIO-SCIENTIFIC ISSUES TOWARDS SCIENTIFIC LITERACY OF JUNIOR HIGH SCHOOL STUDENTS

Rendahnya literasi sains di Indonesia, mendorong perlunya inovasi dalam model pembelajaran. Pembelajaran dengan model clasroom discussion berbasis socio-scientific issues memiliki potensi dalam meningkatkan keterampilan literasi siswa. Namun penerapannya pada materi pemanasan global di tingkat SMP masih jarang. Penelitian ini bertujuan untuk mendeskripsikan keterampilan literasi sains siswa setelah diterapkan model pembelajaran classroom discussion berbasis socio-scientific issues. Jenis penelitian adalah pre-experimental dengan one-group pretest-posttest design. Subjek penelitian adalah siswa kelas VII SMP. Instrumen penelitian yang digunakan yaitu soal pretest dan posttest literasi sains, lembar pengamatan keterlaksanaan pembelajaran, dan angket respon siswa. Teknik analisis data yang digunakan yaitu uji N-Gain, uji normalitas, dan uji wilcoxon. Hasil uji N-Gain sebesar 3,7% siswa mendapat kategori rendah, 92,6% mendapat kategori sedang, dan 3,7% siswa mendapat kategori tinggi. Hal ini juga didukung dengan hasil keterlaksanaan pembelajaran dengan nilai modus yang didapatkan sebesar 4 yang termasuk dalam kategori sangat baik. Proses pembelajaran juga mendapatkan respon posistif dari siswa dengan persentase rata-rata tiap indikator sebesar 86%. Sehingga dapat disimpulkan pembelajaran classroom discussion berbasis socio-scientific issues dapat meningkatkan literasi sains siswa. Saran untuk penelitian selanjutnya bisa menambah penilaian dengan menggunakan aspek sikap, aspek pengetahuan, dan aspek konteks dalam melatihkan literasi sains siswa SMP.

The low science literacy in Indonesia encourages the need for innovation in learning models. Learning with a classroom discussion model based on socio-scientific issues has the potential to improve students' literacy skills. However, its application to global warming materials at the junior high school level is still rare. This study aims to describe students’ scientific literacy skills after the implementation of the classroom discussion learning model based on socio-scientific issues. The type of research is pre-experimental with a one-group pretest-posttest design. The subjects of the study were students in Class VII Junior High School. The research instruments used were pretest and posttest questions on scientific literacy, observation sheets for the implementation of learning, and student response questionnaires. The data analysis techniques used were the N-Gain test, normality test, and Wilcoxon test. The results of the N-Gain test were 3.7% of students in the low category, 92.6% in the medium category, and 3.7% of students in the high category. This is also supported by the results of the learning implementation, which achieved a mode value of 4, falling within the excellent category. The learning process also received a positive response from students, with an average percentage for each indicator at 86%. So, it can be concluded that classroom discussion learning based on socio-scientific issues can improve students' science literacy. Suggestions for further research to enhance the assessment by incorporating aspects of attitude, knowledge, and context in training junior high school students’ scientific literacy.