PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN LITERASI SAINS PESERTA DIDIK MELALUI METODE BLENDED LEARNING PADA MATERI LAJU REAKSI

Implementation of the STAD Type Cooperative Learning Model to Improve Students Scientific Literacy Through Blended Learning Methods on Reaction Rate Materials

Penelitian ini memiliki tujuan untuk mendeskripsikan (1) keterlaksanaan model pembelajaran yang diterapkan, (2) aktivitas peserta didik, (3) kemampuan literasi sains peserta didik, serta (4) respon peserta didik. Jenis One Group Pretest-Posttest Design digunakan dalam penelitian ini. Pretest diberikan terlebih dahulu. Kemudian, diberikan perlakuan pembelajaran menggunakan model kooperatif tipe STAD melalui metode blended learning. Setelah itu, posttest diberikan untuk mengetahui peningkatan kemampuan literasi sains. 30 orang peserta didik dari kelas XI MIPA 4 SMAN 1 Gedangan menjadi subjek dalam penelitian ini. Hasil penelitian yang didapatkan menyatakan: (1) Model pembelajaran yang diterapkan dapat terlaksana dengan sangat baik, (2) Aktivitas peserta didik ketika melakukan diskusi memiliki persentase paling tinggi yaitu 17,71%, (3) Kemampuan literasi sains peserta didik meningkat. Hal ini dapat dilihat dari hasil perhitungan N-gain skor secara klasikal yaitu sebesar 0,93 dengan kategori tinggi. Selain itu, diperoleh hasil uji wilcoxon dengan taraf signifikansi (2-tailed) < 0,05. Artinya, terdapat perbedaan rata-rata yang signifikan antara nilai pretest dan posttest, serta (4) Sebanyak 48,63% peserta didik merespon setuju terhadap model pembelajaran yang diterapkan. Sehingga dapat dikatakan, model pembelajaran kooperatif tipe STAD melalui metode blended learning dapat diterapkan dalam pembelajaran sub materi faktor laju reaksi untuk meningkatkan literasi sains peserta didik.

Kata Kunci : Laju Reaksi, Kooperatif Tipe STAD, Blended Learning, Literasi Sains, One Group Pretest-Posttest Design.

The aims of this research were to describe (1) the implementation of the applied learning model, (2) the activities of students, (3) students' scientific literacy skills, and (4) student responses. The type of One Group Pretest-Posttest Design was used in this research. Pretest was given first, and then, learning treatment using the STAD type cooperative model through the blended learning method was conducted. A posttest was given to determine the increase in scientific literacy skills. 30 students from class XI MIPA 4 SMAN 1 Gedangan became the subject of this research. The research results obtained stated: (1) The learning model applied can be implemented very well, (2) The activities of students when conducting discussions have the highest percentage of 17.71%, (3) Students' scientific literacy skills increase. This can be seen from the results of the calculation of the classical N-gain score, which is 0.93 in the high category.  In addition, the Wilcoxon test results obtained with a significance level (2-tailed) <0.05.  That is, there is a significant average difference between the pretest and posttest scores, and (4) 48.63% of students responded agreeing to the learning model applied. So that it can be said, the STAD type cooperative learning model through the blended learning method can be applied in learning the reaction rate factor sub material to improve students' scientific literacy.

Keywords : Reaction rate, STAD Type Cooperative, Blended Learning, Scientific Literacy, One Group Pretest-Posttest Design.