PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA TERPADU TIPE SHARED MENGGUNAKAN MODEL FLIPPED CLASSROOM UNTUK MENINGKATKAN LITERASI SAINS PESERTA DIDIK SMP

DEVELOPMENT OF SHARED TYPE INTEGRATED SCIENCE LEARNING DEVICES USING FLIPPED CLASSROOM MODEL TO IMPROVE SCIENCE LITERATURE OF JUNIOR HIGH SCHOOL STUDENTS

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran IPA terpadu tipe shared menggunakan model flipped classroom untuk meningkatkan literasi sains peserta didik SMP. Perangkat pembelajaran yang dikembangkan adalah silabus, RPP, bahan ajar, lembar kerja peserta didik, dan instrumen tes literasi sains. Jenis penelitian menggunakan penelitian pengembangan Borg & Gall yang terdiri dari tahap studi pendahuluan, perencanaan, desain produk, validasi produk, uji coba, penyempurnaan produk, dan diseminasi. Uji coba perangkat pembelajaran menggunakan randomized pretest-posttest control group design. Instrumen penelitian menggunakan lembar validasi, lembar pengamatan keterlaksanaan pembelajaran, lembar pengamatan aktivitas peserta didik, lembar tes literasi sains, dan angket respon peserta didik. Pengumpulan data menggunakan metode validasi, observasi, tes literasi, dan angket. Teknik analisis data menggunakan statistik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan dinyatakan layak secara validitas, kepraktisan, dan keefektifan. Aspek validitas menunjukkan bahwa perangkat pembelajaran valid dan reliabel. Aspek kepraktisan menunjukkan keterlaksanaan pembelajaran rata-rata 3,96 dengan kriteria sangat baik dan aktivitas peserta didik menunjukkan persentase aktivitas aktif yang ideal terhadap waktu. Rata-rata pencapaian literasi sains kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Berdasarkan uji N-Gain kelas kontrol diperoleh nilai 0,42 berada pada kategori sedang dan N-Gain kelas eksperimen diperoleh nilai 0,72 berada pada kategori tinggi. Respon peserta didik terhadap penerapan pembelajaran IPA terpadu tipe shared menggunakan model flipped classroom mendapat kriteria sangat baik dengan respon positif di masing-masing komponen respon.

This study aims to produce a shared type of integrated science learning tool using the flipped classroom model to improve the scientific literacy of junior high school students. The learning tools developed are syllabus, lesson plans, teaching materials, student worksheets, and scientific literacy test instruments. This type of research uses Borg & Gall development research which consists of the stages of preliminary studies, planning, product design, product validation, testing, product improvement, and dissemination. Trial of learning devices use randomized pretest-posttest control group design. The research instrument uses validation sheets, learning implementation observation sheets, student activity observation sheets, scientific literacy test sheets, and student response questionnaires. Data collection uses validation, observation, literacy tests, and questionnaires. The data analysis technique uses quantitative and qualitative descriptive statistics. The result shows that the learning tools developed are declared feasible in terms of validity, practicality, and effectiveness. The validity aspect shows that the learning device is valid and reliable. The practical aspect shows the implementation of learning an average of 3.96 with very good criteria and the activity of students shows the ideal percentage of active activity against time. The average scientific literacy achievement of the experimental class is higher than the control class. Based on the N-Gain test for the control class, a value of 0.42 was obtained in the medium category and the N-Gain test for the experimental class obtained a value of 0.72 in the high category. Student responses to the application of shared type integrated science learning using the flipped classroom model received very good criteria with positive responses in each response component.