Pengembangan Buku Cerita Bergambar untuk Meningkatkan Kemampuan Literasi Sains Peserta Didik Kelas 4 Sekolah Dasar

Penelitian ini bertujuan (1) menghasilkan perangkat pembelajaran buku cerita bergambar yang valid, praktis, dan efektif untuk meningkatkan kemampuan literasi sains peserta didik kelas 4 SD, (2) mendeskripsikan validitas, kepraktisan, dan keefektifan perangkat pembelajaran buku cerita bergambar untuk meningkatkan kemampuan literasi sains pada materi “Siklus Air”.

Metode penelitian yang digunakan adalah R&D dengan static-group pretest-posttest design. Sampelnya adalah peserta didik kelas 4 dengan 30 peserta didik sebagai kelas kontrol dan 30 peserta didik sebagai kelas eksperimen. Pengambilan data menggunakan lembar validasi, lembar observasi, lembar angket, dan lembar tes. Lembar validasi dianalisis menggunakan persentase, lembar observasi dan angket dianalisis menggunakan persentase, hasil tes literasi sains dianalisis menggunakan N-Gain dan uji independent sample t test.

Hasil validasi menunjukkan perangkat pembelajaran sangat valid dengan rerata skor 93,75. Hasil observasi menunjukkan aktivitas guru menggunakan buku cerita bergambar terlaksana 92% pada setiap pertemuan dengan kategori terlaksana dengan sangat baik. Pengamatan hasil peserta didik di kelas eksperimen mengalami peningkatan di tiap pertemuannya. Persentase respons peserta didik berkisar 80% hingga 100%.

Hasil penelitian menunjukkan hasil tes literasi sains mengalami peningkatan. Rerata nilai pretest kelas kontrol sebesar 55,1 dengan hanya 6 peserta didik yang tuntas. Rerata nilai posttest kelas kontrol sebesar 67,4 dengan 13 peserta didik yang tuntas. Rerata nilai pretest kelas eksperimen sebesar 59,07 dengan hanya 6 peserta didik yang tuntas. Rerata nilai posttest kelas eksperimen sebesar 86,8 dengan 28 peserta didik yang tuntas. Rerata N-Gain kelas kontrol sebesar 0,27 sedangkan kelas eksperimen 0,70 pada kategori sedang sehingga buku cerita bergambar cukup efektif dalam meningkatkan kemampuan literasi sains peserta didik. Uji independent sample t diperoleh Sig. (2-tailed) 0,000 < 0,05 sehingga dapat dikatakan peningkatan kelas eksperimen berbeda signifikan dengan peningkatan kelas kontrol. Dapat disimpulkan bahwa buku cerita bergambang dan perangkat pendukung yang dikembangkan valid, praktis, efektif, dan dapat digunakan untuk melatihkan kemampuan literasi sains peserta didik kelas 4 SD pada materi “Siklus Air”.

This study aims to (1) produce a picture story book learning tool that is valid, practical, and effective to improve the science literacy skills of 4th grade elementary school students, (2) describe the validity, practicality, and effectiveness of a picture story book learning tool to improve scientific literacy skills on the water cycle learning topic.

The research method used is R&D with a static-group pretest-posttest design. The sample is grade 4 students with 30 students as the control class and 30 students as the experimental class. The data were collected by using validation sheets, observation sheets, questionnaire sheets, and test sheets. The validation sheets were analyzed using percentages, observation sheets and questionnaires were analyzed using percentages, scientific literacy test results were analyzed using the N-Gain and the independent sample t test.

The validation results showed that the learning device is very valid with a mean score of 93.75. The results of the observations showed that the teacher's activity using picture story books was carried out 92% at each meeting with the category carried out very well. The observation of the results of students in the experimental class has increased in each meeting. The percentage of student responses ranges from 80% to 100%.

The results showed that the scientific literacy test results had increased. The mean pretest score for the control class was 55.1 with only 6 students completing. The mean posttest score for the control class was 67.4 with 17 students who passed. The average pretest score for the experimental class was 59.07 with only 6 students completing it. The average posttest score for the experimental class was 86.8 with 28 students passed. The N-Gain mean for the control class was 0.27 while the experimental class was 0.70 in the medium category so that picture story books were quite effective in increasing students' scientific literacy skills. Independent sample t test obtained Sig. (2-tailed) 0.000 <0.05 so that it can be said that the increase in the experimental class is significantly different from the increase in the control class. It can be concluded that the picture story book and supporting tools developed are valid, practical, effective, and can be used to train the scientific literacy skills of 4th grade elementary school students on the water cycle learning topic.