PEMBELAJARAN IPA BERBASIS SOCIOSCIENTIFIC ISSUE (SSI) UNTUK MENINGKATKAN KETERAMPILAN INFORMASI DAN ARGUMENTASI PESERTA DIDIK SMP

Science Learning Based on Socio-scientific Issues (SSI) to Improve Junior High School Students’ Information and Argumentation Skills

ABSTRAK

Dewi, Anggita Intan Kumala. 2022. Pembelajaran IPA Berbasis Socioscientific Issue (SSI) untuk Meningkatkan Keterampilan Informasi dan Argumentasi Peserta Didik SMP. Tesis, Program Studi Pendidikan Sains, Pascasarjana, Universitas Negeri Surabaya. Pembimbing: (I) Prof. Dr. Suyono, M.Pd. dan (II) Prof. Dr. Erman, M.Pd.

Kata Kunci: Socioscientific Issues (SSI), Keterampilan Informasi (KInf), Keterampilan Argumentasi (KArg),

Tujuan penelitian, diperoleh perangkat pembelajaran yang layak (valid, praktis, dan efektif) mendukung pembelajaran berbasis Socioscientific Issues (SSI) yang dikembangkan untuk meningkatkan keterampilan informasi (KInf) dan argumentasi (KArg) peserta didik SMP pada materi zat aditif. Fokus penelitian adalah perangkat pembelajaran (PP) yang terdiri atas rencana pelaksanaan pembelajaran (RPP), lembar kegiatan peserta didik (LKPD), dan lembar penilaian (LP). Bersamaan dengan pengembangan PP juga dibuat instrument penelitian (IP), antara lain: lembar validasi (LV), lembar pengamatan pelaksanaan pembelajaran (LP3), angket peserta didik (APD), lembar pengamatan kendala pelaksanaan pembelajaran (LPKPP), dan lembar penilaian karya tulis peserta didik (LPKTPD). Selain sebagai PP, LP juga berfungsi sebagai IP. Pengembangan PP mengikuti model ADDIE (Analysis, Design, Develop, Implementation, and Evaluation). Validitas PP meliputi validitas konstruk (relevansi) dan validitas isi (relevansi). Validitas PP ditetapkan melalui expert judgement oleh tiga orang validator. Data validitas PP dijaring menggunakan LV dan dianalisis secara deskriptif. PP dinyatakan valid, jika: (a) dari segi konsistensi, modus penilaian validator minimal 4 (valid) dan (b) tidak didapati penilaian validator yang menyatakan bahwa substansi yang terkandung di dalam PP tidak memiliki relevansi. Kepraktisan PP ditetapan berdasar data yang didapat menggunakan LP3, LPKPP, dan APD dan dianalisis secara deskriptif. PP dinyatakan praktis, jika: (a) modus penilaian pengamat minimal 4 (valid), (b) mayoritas peserta didik merasakan dampak positif dari pembelajaran yang diikuti, dan (c) tidak didapat catatan kendala pelaksanaan pembelajaran yang berarti. Jumlah peserta didik sebagai sumber data penelitian adalah 64 orang dari kelas VIII-A dan VIII-C SMP Negeri 1 Pucanglaban Kabupaten Tulungagung. Efektivitas PP ditetapkan berdasar data hasil penilaian KInf dan KArg, data dari LPKTPD, dan APD. Data signifikansi peningkatan KInf dan KArg sebelum dan sesudah pembelajaran diuji menggunakan statistika inferensial, uji t dibantu software SPSS untuk rancangan praeksperimen one group pretest-posttest design. Data dari LPKTPD dan APD dianalisis secara deskriptif.  PP dinyatakan efektif, jika: (a) hasil uji Wilcoxon Signed Ranks Test menyimpulkan adanya peningkatan skor tes semua indikator baik pada KInf maupun KArg, (b) didapati bukti hasil penilaian karya tulis peserta didik mencapai kriteria yang ditetapkan, dan (c) peserta didik merespon positif kriteria yang merepresentasi keefektifan pembelajaran. Hasil penelitian bahwa PP yang dikembangkan dinyatakan layak (valid, praktis, dan efektif) untuk meningkatkan KInf dan KArg peserta didik SMP pada materi zat aditif.

ABSTRACT

Dewi, Anggita Intan Kumala. 2022. Science Learning Based on Socio-scientific Issues (SSI) to Improve Junior High School Students’ Information and Argumentation Skills. Thesis, Science Education Study Program, Postgraduate Program, State University of Surabaya. Advisors: (I) Prof. Dr. Suyono, M.Pd. and (II) Prof. Dr. Erman, M.Pd.

Keywords: Socio-scientific Issues (SSI), Information Skill (KInf), Argumentation Skill (KArg)

The present study aims to develop valid, practical, and effective learning tools to support Socio-scientific Issues (SSI)-based learning established to improve information (KInf) and argumentation (KArg) skills of Junior High School students in additive material. The study engrossed on learning tools (PP) entailing of learning plans (RPP), student’s working sheets (LKPD), and assessment sheets (LP). Along with the development of PP, the research instruments (IP) were also completed encompassing validation sheet (LV), observation sheet of learning implementation (LP3), student questionnaire (APD), observation sheet of learning implementation constraints (LPKPP), and student’s written assessment sheet (LPKTPD). Aside from being used as a PP, LP also functioned as an IP. PP development followed the ADDIE model (e.g., Analysis, Design, Develop, Implementation, and Evaluation). PP validity comprised construct validity (relevance) and content validity (relevance). The validity of PP was predetermined through expert judgment undertaken by three validators. PP validity data were obtained using LV and analyzed descriptively. PP was declared valid, if: (a) in terms of consistency, the validator’s rating mode was at least 4 (valid) and (b) there was no validator’s assessment that showed irrelevance substance enclosed in the PP. The practicality of PP was determined based on data taken using LP3, LPKPP, and PPE and analyzed descriptively. PP was declared practical, if: (a) the observer’s assessment mode was at least 4 (valid), (b) the majority of students showed a gain of positive impact from the learning participated, and (c) there was no record of significant learning implementation constraints. The students participating in the study were 64 people from class VIII-A and VIII-C at SMP Negeri 1 Pucanglaban, Tulungagung. The effectiveness of PP was determined based on the results of KInf and KArg assessment results, data from LPKTPD, and PPE. Data on the significance of the increase in KInf and KArg before and after the learning process were examined using inferential statistics namely Wilcoxon Signed Ranks Test assisted by SPSS software with a one-group pretest-posttest design pre-experimental design. Data from LPKTPD and APD were analyzed descriptively. PP was declared effective if: (a) the results of the t-test showed that there was an increase in test scores for all indicators on both KInf and KArg, (b) the results of the assessment of students’ written work met the set criteria, and (c) students responded positively to the criteria that represented the effectiveness of the commenced learning. The results of the study disclosed that the developed PP was affirmed feasible (e.g., valid, practical, and effective) to increase the KInf and KArg skills of Junior High School students in additive material.