Pengembangan E-modul based on Socio-Scientific Issues (E-MOSSI) materi Pemanasan Global untuk Meningkatkan Literasi Sains Siswa SMA

Development of an E-module based on Socio-Scientific Issues (E-MOSSI) on Global Warming Material to Improve the Scientific Literacy of High School Students.

    Penelitian ini bertujuan mendeskripsikan hasil pengembangan E-modul based on Socio-Scientific Issues (E-MOSSI) untuk meningkatkan kemampuan literasi sains siswa, yang meliputi validitas, kepraktisan, keefektifan E-MOSSI untuk meningkatkan literasi sains siswa. Dalam penelitian berpendekatan kuantitatif ini, model pengembangan E-MOSSI yang digunakan adalah model IDM (Instructional Design Model). Kriteria kelayakan mengacu pada validitas, kepraktisan, dan efektivitas. Validitas ditinjau dari aspek konten, konstruk, dan bahasa, kepraktisan ditinjau dari keterlaksanaan RPP, aktivitas siswa, dan hambatan selama pembelajaran serta keefektifan ditinjau dari kemampuan literasi sains siswa, serta respon siswa. Metode pengumpulan data menggunakan validitas, tes kemampuan literasi sains berupa pre-test dan post-test, lembar observasi keterlaksanaan pembelajaran, dan angket respon siswa terhadap pengembangan E-MOSSI. Subjek penelitian adalah kelas XI-IPA 1, XI-IPA 2, dan XI-IPA 3 di SMA Negeri 11 Surabaya. Rancangan yang digunakan dalam penelitian ini adalah pre-experimental design dengan one group pre-test and post-test design. Hasil penelitian menunjukkan: (1) E-MOSSI yang dikembangkan telah memenuhi syarat validitas ditinjau dari konten, konstruk dan bahasa dengan mayoritas nilai modus tertinggi 4 dengan kategori sangat valid; (2) E-MOSSI yang dikembangkan telah memenuhi syarat kepraktisan, yaitu keterlaksanaan rencana pelaksanaan pembelajaran dengan mayoritas nilai modus tertinggi 4 dengan kategori sangat baik, aktivitas siswa dengan mayoritas nilai modus tertinggi 4 dengan kategori sangat baik dan kendala pembelajaran dapat teratasi; (3) E-MOSSI yang dikembangkan telah memenuhi syarat keefektifan, yaitu 1) adanya peningkatan literasi sains siswa secara statistik signifikan pada di ketiga kelas penelitian, 2) hasil post-test lebih tinggi dari hasil pre-test dengan rerata n-gain ketiga kelas penelitian diperoleh pada kategori sedang, dan 3) rerata hasil n-gain ketiga kelas penelitian tidak berbeda (konsisten) dan mendapatkan respon positif dari siswa. Berdasarkan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran E-MOSSI valid, efektif, dan praktis, serta layak untuk digunakan. Implikasi penelitian lanjutan yang dapat dilakukan adalah dengan cara menggunakan perangkat pembelajaran E-MOSSI untuk satuan pendidikan yang lebih luas.

    This study aims to describe the results of developing E-modules based on socio-scientific issues (E-MOSSI) to improve students' scientific literacy skills, which include the validity, practicality, effectiveness of E-MOSSI to increase students' scientific literacy. In this research with a quantitative approach, the E-MOSSI development model used is the IDM (Instructional Design Model) model. The eligibility criteria refer to validity, practicality, and effectiveness. Validity is viewed from the aspects of content, construct, and language, practicality is viewed from the implementation of lesson plans, student activities, and obstacles during learning and effectiveness is viewed from students' scientific literacy abilities, as well as student responses. The data collection method used validity, scientific literacy ability tests in the form of pre-test and post-test, learning implementation observation sheets, and student response questionnaires to the development of E-MOSSI. The research subjects were class XI-IPA 1, XI-IPA 2, and XI-IPA 3 at SMA Negeri 11 Surabaya. The design used in this study was a pre-experimental design with one group pre-test and post-test design. The results showed: (1) the developed E-MOSSI met the validity requirements in terms of content, construct and language with the highest mode score majority being 4 with a very valid category; (2) The E-MOSSI that has been developed meets the practical requirements, namely the implementation of the learning implementation plan with the majority of the highest mode scores of 4 in the very good category, student activities with the majority of the highest mode values of 4 in the very good category and learning obstacles can be overcome; (3) The developed E-MOSSI met the requirements for effectiveness, namely 1) there was a statistically significant increase in students' scientific literacy in the three study classes, 2) the post-test results were higher than the pre-test results with an average n-gain for the three classes research was obtained in the medium category, and 3) the average n-gain results of the three research classes were not different (consistent) and received positive responses from students. Based on the results of the study it can be concluded that the E-MOSSI learning device is valid, effective, and practical, and feasible to use. The implications of further research that can be carried out are by using E-MOSSI learning tools for broader educational units.