PENGEMBANGAN PERANGKAT PEMBELAJARAN

MODEL INKUIRI TERBIMBING BERBASIS LITERASI SAINS

UNTUK MENINGKATKAN KETERAMPILAN PEMECAHAN MASALAH

Development of Guided Inquiry Model Learning Materials Based on Science Literacy to Enhance Problem-Solving Skills

Tujuan penelitian ini mengembangkan perangkat pembelajaran model inkuiri terbimbing berbasis literasi sains yang layak untuk mendukung pembelajaran Fisika pada materi Suhu dan Kalor untuk meningkatkan keterampilan pemecahan masalah peserta didik SMP ditinjau dari validitas, kepraktisan, dan keefektifan. Penelitian ini menggunakan model 4D. Disain uji coba yang digunakan one group pre-test post-test design. Pengumpulan data dilakukan menggunakan metode validitas, observasi, tes, dan angket dengan menggunakan tiga kelas. Teknik analisis data menggunakan Uji t berpasangan, Uji ANOVA dan perhitungan N-gain. Valid, ditinjau dari validitas RPP sebesar 90%, validitas Handout sebesar 88%, validitas LKPD sebesar 90%, validitas tes pemecahan masalah 88%. Praktis, ditinjau dari penilaian keterlaksanaan dan aktivitas peserta didik berkategori sangat baik. Efektif, ditinjau dari tes keterampilan pemecahan masalah: 1) adanya peningkatan skor keterampilan pemecahan masalah secara signifikan pada alpha 0,05; 2) rata-rata N-gain pada ketiga kelas eksperimen dan replikasi berkategori cukup baik; 3) rata- rata nilai N-gain tidak berbeda pada ketiga kelas eksperimen dan replikasi; 4) skor nilai ANOVA lebih besar dari signifikan yang artinya rata-rata ketiga hasil belajar peserta didik tersebut sama secara signifikan. Oleh karena itu, perangkat pembelajaran model inkuiri terbimbing berbasis literasi sains layak digunakan dan telah memenuhi kategori valid, praktis, dan efektif untuk meningkatkan keterampilan pemecahan masalah peserta didik

The aim of this research is to develop a guided inquiry-based science literacy learning materials suitable for supporting Physics education on the topic of Temperature and Heat to enhance problem-solving skills among junior high school students, as assessed in terms of validity, practicality, and effectiveness. This study employs the 4D model. The experimental design utilized in this study is a one-group pre-test post-test design. Data collection is carried out using validity methods, observations, tests, and questionnaires across three classes. Data analysis techniques include paired t-test, ANOVA test, and N-gain calculations.  Validity, as assessed by the validity of the lesson plans (RPP) at 90%, handout validity at 88%, validity of student worksheets (LKPD) at 90%, and problem-solving test validity at 88%. Practicality, as evaluated based on the assessment of implementation and student activities, falls into the "very good" category. Effectiveness, as assessed through problem-solving skills tests, reveals the following: 1) a significant improvement in problem-solving skill scores at an alpha level of 0.05; 2) the average N-gain in both experimental and replication classes is categorized as "quite good"; 3) the average N-gain values do not differ significantly across the experimental and replication classes; 4) the ANOVA score is greater than the significant threshold, indicating that the average learning outcomes of the students are significantly the same. Therefore, the guided inquiry-based science literacy learning materials is suitable for use and falls within the categories of validity, practicality, and effectiveness in enhancing the problem-solving skills of the students