Penerapan Asesmen Formatif untuk Meningkatkan Literasi Sains Pada Materi Pencemaran Lingkungan

Implementation of Formative Assessment to Improve Science Literacy on Environmental Pollution Material

Penelitian ini mengkaji penerapan asesmen formatif untuk meningkatkan literasi sains pada materi pencemaran lingkungan di SMPN 11 Surabaya. Literasi sains merupakan kompetensi penting abad ke-21, namun capaian murid Indonesia pada PISA 2022 menunjukkan hanya 34% mencapai level kompetensi dasar. Penelitian kuantitatif dengan desain pre-experimental one-group pretest-posttest ini melibatkan 31 murid kelas VII-E. Asesmen formatif diintegrasikan dalam model Problem Based Learning melalui LKM berkolom umpan balik, penilaian diri, penilaian teman, dan refleksi terbimbing. Data dikumpulkan melalui lembar observasi, pretest-posttest, dan angket respon murid. Hasil menunjukkan: (1) keterlaksanaan pembelajaran sangat baik sebesar 97,33%; (2) literasi sains meningkat signifikan dengan rata-rata N-gain 0,5 (kategori sedang), dikonfirmasi Uji Wilcoxon Signed Rank Test (Z = -4,092, Sig. = 0,000); dan (3) respon murid sangat positif sebesar 91,09%. N-gain tertinggi dicapai pada indikator mengidentifikasi permasalahan ilmiah (0,71, kategori tinggi). Temuan ini mengkonfirmasi bahwa integrasi asesmen formatif yang sistematis dalam PBL efektif meningkatkan literasi sains pada topik pencemaran lingkungan.

This research examines the application of formative assessment to improve science literacy in environmental pollution material at SMPN 11 Surabaya. Science literacy is a crucial competency in the 21st century, yet Indonesian students' performance in PISA 2022 showed only 34% reached basic competency level. This pre-experimental study employed a one-group pretest-posttest design involving 31 seventh-grade students. Formative assessment was integrated into Problem Based Learning through various techniques including student worksheets with feedback columns, peer assessment, self-assessment, and guided reflection. Data were collected through observation sheets, pretest-posttest, and student response questionnaires. Results indicate: (1) learning implementation was excellent at 97.33%; (2) science literacy significantly improved with average N-gain of 0.5 (moderate category), confirmed by Wilcoxon Signed Rank Test (Z = -4.092, Sig. = 0.000); and (3) student responses were very positive at 91.09%. The highest N-gain was achieved in identifying scientific problems (0.71, high category). These findings confirm that systematic formative assessment integration in PBL effectively enhances science literacy in environmental pollution topics.