Pengaruh STEAM Melalui Eksperimen Invisible Turmeric Ink Terhadap Kemampuan Literasi Sains Peserta Didik Disleksia

The Effect of STEAM trough the Invisible Turmeric Ink Experiment on the Scientific Literacy Skills of Students with Dyslexia

Kemampuan literasi sains peserta didik disleksia memerlukan strategi pembelajaran yang sesuai dengan karakteristik dan kebutuhan belajar mereka. Penelitian ini bertujuan untuk mengetahui pengaruh implementasi STEAM melalui eksperimen Invisible Turmeric Ink terhadap kemampuan literasi sains peserta didik disleksia. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pre-eksperimen dan desain one group pretest posttest design. Penelitian ini dilaksanakan di SDN Babatan IV/459 Surabaya dengan subjek sebanyak 6 peserta didik disleksia. Instrument penelitian berupa tes kemampuan literasi sains yang diberikan dalam bentuk pretest dan posttest, kemudian dianalisis menggunakan uji Wilcoxon Signed Rank Test. Hasil penelitian menunjukkan bahwa kemampuan literasi sains peserta didik mengalami peningkatan setelah diberikan perlakuan. Hasil uji Wilcoxon Signed Rank Test memperoleh nilai Asymp. Sig. (2-tailed) sebesar 0,028 (<0,05), yang menunjukkan adanya perbedaan signifikan antara nilai pretest dan posttest. Dengan demikian, implementasi STEAM melalui eksperimen Invisible Turmeric Ink berpengaruh terhadap kemampuan literasi sains peserta didik disleksia.

The scientific literacy skills of students with dyslexia require learning strategies that are tailored to their characteristics and learning needs. This study aimed so determine the effect of STEAM implementation through the invisible turmeric ink experiment on the scientific literacy skills of students with dyslexia. This study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The research was conducted as SDN Babatan IV/459 Surabaya with six students with dyslexia as the subjects. The research instrument consisted of a scientific literacy test administered in the form of a pretest and posttest. The data were analyzed using the Wilcoxon Signed Rank Test. The result showed that the students scientific literacy skills improved after the treatment was implemented. The Wilcoxon signed rank test yielded an Asymp. Sig. (2-tailed) value of 0.028 (<0.05), indicating a significant difference between the pretest and posttest scores. Therefore, the implementation of STEAM through the invisible turmeric ink experiment had a positive effect on the scientific literacy skills of students with dyslexia.