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Abstract
ABSTRAK
Dilakukan penelitian tindakan kelas (Classroom Action Research) dengan penerapan model Project Based Learning (PjBL) di Program Studi Pendidikan IPA FKIP Universitas Bengkulu Tahun 2020 pada mata kuliah IPA-3. Penelitian ini secara umum bertujuan meningkatkan literasi sains mahasiswa calon guru IPA. Sedangkan tujuan khusus adalah untuk (1) menghasilkan perangkat pembelajaran dengan Project Based Learning (PjBL) berupa rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan peserta didik (LKPD) yang dilengkapi instrumen tes literasi sains (2) mendeskripsikan peningkatan literasi sains mahasiswa dengan Pembelajaran Berbasis Proyek (3) mendeskripsikan peningkatan aktivitas belajar mahasiswa dengan Pembelajaran Berbasis Proyek. Penelitian ini merupakan penelitian Classroom Action Research (penelitian tindakan kelas/PTK) dengan 4 siklus yaitu perencanaan (planning), Tindakan (Acting), observasi (observation), dan refleksi (reflection). Pada tahap perencanaan (planning), dilakukan beberapa kegiatan sebagai perancangan produk awal, yaitu: (1) pengembangan perangkat pembelajaran yaitu (a) RPP (b) bahan ajar (c) LKPD (d) Instrumen tes Literasi Sains. (2) Validasi ahli (content validity) perangkat pembelajaran. Hasil penelitian menunjukkan bahwa perangkat pembelajaran valid. (a) aktivitas mahasiswa menunjukkan peningkatan yakni dari 3,62 pada siklus I menjadi 3,74 pada siklus II. (b) Literasi sains mahasiswa menunjukkan bahwa rata-rata persentase kemampuan literasi sains mahasiswa baik pada 3 aspek literasi sains yaitu aspek konten (53,80%), aspek proses (44,038%) dan aspek konteks (35,088%).
Kata Kunci : Model Project Based Learning, Literasi Sains
ABSTRACT
Classroom Action Research was carried out by applying the Project Based Learning (PjBL) model in the Science Education Study Program FKIP Bengkulu University in 2020 in the IPA-3 course. This research generally aimed to improve the science literacy of science teacher student candidates. While the specific objectives were (1) to produce learning tools with Project Based Learning (PjBL) in the form of a learning implementation plan (RPP) and student activity sheets (LKPD) equipped with scientific literacy test instruments (2) to describe the increase in student scientific literacy with Project Based Learning (PjBL). (3) describes an increase in student learning activities with Project Based Learning (PjBL). This research was a Classroom Action Research (classroom action research / CAR) with 4 cycles, namely planning (planning), action (acting), observation (observation), and reflection (reflection). At the planning stage, several activities were carried out as the initial product design, namely: (1) developing learning tools, namely (a) RPP (b) teaching materials (c) LKPD (d) Scientific Literacy test instruments. (2) Expert validation (content validity) of learning tools. The results showed that the learning device was valid. Student activity showed an increase, from 3.62 in the first cycle to 3.74 in the second cycle. Student science literacy showed that the average percentage of students' scientific literacy skills was good in 3 aspects of scientific literacy, namely the content aspect (53.80%), the process aspect (44.038%) and the context aspect (35.088%).
Keywords : Project Based Learning, Science Literacy
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References
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References
Mawardini A, Permanasari A, Sanjaya Y. PROFIL LITERASI SAINS SISWA SMP PADA PEMBELAJARAN IPA TERPADU TEMA PENCEMARAN LINGKUNGAN. In: Prosiding Seminar Nasional Fisika (E-Journal) SNF2015. Jakarta: Universitas Negeri Jakarta; 2015. p. 49–56.
Pratiwi SN, Cari C, Aminah NS. Pembelajaran IPA Abad 21 dengan Literasi Sains Siswa. J Mater dan Pembelajaran Fis. 2019;9(1):34–42.
OECD. PISA 2012 Assessment and analytical Framework: mathematics, reading, science, problemsolving, and financial literacy [Internet]. 2013 [cited 2013 Mar 4]. p. 1. Available from: http://www.keepeek.com/Digital-Asset-framework_9789264190511-en
NADHIFATUZZAHRO D, SETIAWAN B, SUDIBYO E. Kemampuan Literasi Sains Siswa Kelas VII-B SMP Negeri 1 Sumobito Melalui Pembuatan Jamu Tradisional. In: SEMINAR NASIONAL FISIKA DAN PEMBELAJARANNYA 2015. Malang: Universitas Negeri Malang; 2015. p. 21–7.
Latip A. Pentingnya Literasi Sains untuk Generasi Zaman Now [Internet]. Kompasiana. 2017 [cited 2020 Mar 31]. p. 1. Available from: https://www.kompasiana.com/altip/5a3c8824caf7db3b145228f3/pentingnya-literasi-sains-untuk-generasi-zaman-now?page=all
Kebudayaan KP dan. Modul Penyusunan Soal Keterampilan Berpikir Tingkat Tinggi. Jakarta: Direktorat Pembinaan Sekolah Menengah Atas; 2019. p. 1–2.
Suharto. Model - Model Pembelajaran IPA dan Implementasinya. Jakarta: Nurul Atma Vita; 2016.
Trianto. Panduan Lengkap Penelitian Tindakan Kelas, Teori dan Praktik; cetakan ketiga. Jakarta: Prestasi Pustaka; 2012.
Arikunto S. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta;
Widayanti, Yuberti, Irwandani, Hamid A. Pengembangan Lembar Kerja Praktikum Percobaan Melde Berbasis Project Based Learning. J Pendidik Sains Indones. 2018;06(01):24–31.
Mahmud AA, Prasetyo JD. Penguatan pendidikan karakter melalui literasi sains dalam pembelajaran ipa sd. In: Prosiding Seminar Nasional Pendidikan Dasar. 2020. p. 240–9.
Nofiana M, Julianto T. PROFIL KEMAMPUAN LITERASI SAINS SISWA SMP DI KOTA PURWOKERTO DITINJAU DARI ASPEK KONTEN, PROSES, dan KONTEKS SAINS. J Sains Sos dan Hum. 2017;I(September):77–84.