Pengembangan Model IKLIM Terintegrasi STEM Untuk Meningkatkan Kesadaran dan Literasi Iklim Dalam Mendukung Pembelajaran Fisika Bagi Pembangunan Berkelanjutan

Development of a STEM-Integrated IKLIM Model to Increase Climate Awareness and Literacy in Supporting Physics Learning for Sustainable Development

Perubahan iklim merupakan permasalahan lingkungan yang masih belum dieksplorasi secara optimal, khususnya dalam proses pembelajaran di perguruan tinggi. Kurangnya tindakan yang relevan dalam menyelesaikan masalah perubahan iklim disebabkan karena kesadaran dan literasi iklim belum diperhatikan. Modifikasi pembelajaran proyek yang diintegrasikan dengan STEM pada topik utama perubahan iklim dapat menjadi inovasi pembelajaran yang dapat meningkatkan kesadaran dan literasi iklim pada mahasiswa. Penelitian bertujuan untuk mendeskripsikan kelayakan model IKLIM dalam meningkatkan kesadaran dan literasi iklim mahasiswa. Kelayakan model diukur berdasarkan hasil validitas, kepraktisan, dan keefektifannya. Validitas model IKLIM dikur melalui penilaian ahli terhadap isi dan konstruk model serta perangkat pembelajarannya. Kepraktisan model IKLIM dikur melalui penilaian pengamat terhadap keterlaksanaan penerapan model. Keefektifan model IKLIM diukur berdasarkan nilai kesadaran iklim dan peningkatan literasi iklim serta responrespons mahasiswa terhadap model pembelajaran IKLIM. Penelitian dilakukan menggunakan Educational Design Research (EDR) dengan desain pengembangan generik (Generic Design Research Model) yang meliputi tahapan (1) preliminary phase, (2) prototyping phase, dan (3) assessment phase. Subjek penelitian dalam uji model adalah mahasiswa bidang sains/fisika yang mendapatkan perkuliahan dengan topik perubahan iklim pada Unesa, UM, dan UNS. Hasil penelitian menunjukkan bahwa model IKLIM yang dikembangkan dengan 5 (lima) fase pembelajaran (1) Identification climate problem, (2) Knowing information, (3) Literacy activity, (4) Invent and evaluating project, (5) Mutual action, terbukti layak digunakan. Model IKLIM memiliki kesimpulan valid, praktis, Model IKLIM memiliki kesimpulan validitas model pembelajaran IKLIM yang dikembangkan dapat meningkatkan dan efektif dalammenunjang implementasi kesadaran dan literas iklim. Kepraktisan model pembelajaran IKLIM dapat meningkatkan kesadaran dan literasi iklim melalui keterlaksanaan , aktivitas, dan catatan kendala-kendala saat penerapannya. Keefektifan model pembelajaran IKLIM dapat meningkatkan kesadaran dan literasi iklim mahasiswa serta memperoleh respons berdasarkan hasil respons yang positif dari mahasiswa terhadap model IKLIM, penilaian kesadaran iklim dan peningkatan hasil literasi iklim mahasiswa.

Climate change is an environmental problem that has not been adequately explored, especially in higher education learning. The lack of relevant actions to solve climate change problems stems from insufficient attention to climate awareness and literacy. A modified project-based learning integrated with STEM on the topic of climate change can be a learning innovation that increases students' climate awareness and literacy. This study aims to describe the feasibility of the IKLIM model in increasing students' climate awareness and literacy. The feasibility of the model is measured by its validity, practicality, and effectiveness. The validity of the model is assessed through expert evaluations of its content and constructs, as well as its learning tools. The practicality of the IKLIM model is measured through observer assessments of its implementation. The effectiveness of the IKLIM model is measured by the value of climate awareness and increased climate literacy, as well as by student responses to the IKLIM learning model. The study was conducted using Educational Design Research with a generic development design that includes the stages of (1) preliminary phase, (2) prototyping phase, and (3) assessment phase. The research subjects in the trial were science/physics students who received lectures on climate change at Unesa, UM, and UNS. The research data were analyzed descriptively and using relevant inferential statistics. The results of the study showed that the IKLIM model with five learning phases (1) Identifying climate problems, (2) Knowing information, (3) Literacy activity, (4) Inventing and evaluating projects, (5) Mutual action, was proven to be feasible based on the results of validity criteria that were very valid, practicality criteria that were very good, and effectiveness that showed an increase in climate awareness and literacy. The IKLIM model has concluded that the validity of the IKLIM learning model developed can be improved to support the implementation of climate awareness and literacy. The practicality of the IKLIM learning model can increase climate awareness and literacy through its implementation, activities, and records of obstacles during its application. The effectiveness of the IKLIM learning model can increase students' climate awareness and literacy based on positive responses from students to the IKLIM model, climate awareness assessments, and improvements in students' climate literacy outcomes.