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Abstract
This study aimed to see the effectiveness of the STEM-Guided Inquiry learning model based on local wisdom dawet ireng on the science literacy of 8th grade students on elemental, compound, and mixed materials. The type of research used is a quasi-experiment with a pretest-postest control group design. The population of this study was all VIII grade students of SMPN 35 Purworejo, Purworejo Regency in the 2023/2024 school year. The samples of this study were Class VIII C and Class VIII D obtained by cluster random sampling technique. Class VIII C (30 students) as a control class and Class VIII D (30 students) as an experimental class. Data collection was carried out using test techniques in the form of science literacy essay questions and non-tests in the form of science literacy questionnaires. Data validity is obtained from validity tests and reliability tests. Prerequisite data analysis applies the kolmogorow-smirnov normality test and levene homogeneity test. The research hypothesis used the right side hypothesis test (one-tailed) through the independent sample t-test and assisted by the SPSS 22 program. The results showed that the value of t-count > t-table, that is 15.613> 1.672 with a significant level of 5%, so H1 is accepted. The n-gain improvement test results also showed that n-gain score of the experimental class was 0.577 (medium category) and the control class -0.037 (low category). Based on the results of research and data analysis, it is concluded that the STEM-Guided Inquiry learning model based on local wisdom dawet ireng effectively improves the science literacy of 8th grade students in elemental, compound, and mixture materials.
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Copyright (c) 2025 Elennita Elennita, Nurma Yunita Indriyanti, Febriani Sarwendah Asri Nugraheni
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References
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- Becker K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education: Innovations and research, 12(5), 23-37.
- Boesdosfer, S. B., Arias, A. M., Mull, B., & Lieberum, K. (2020). Characterization of curriculum materials to support NGSS-aligned engineering instruction in chemistry teaching. School Science and Mathematics, 120(7), 425-440.
- Fauzia, I. S., Diana, S., & Kusnadi. (2018). Pengaruh pembelajaran berbasis proyek dengan portofolio terhadap penguasaan konsep angiospermae dan sikap siswa SMA terhadap sains. Assimilation: Indonesian Journal od Biology Education, 1(2), 62-69.
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- Hartati, R. (2016). Peningkatan aspek sikap literasi sains siswa smp melalui penerapan model problem based learning pada pembelajaran IPA terpadu. EDUSAINS, 8(1).
- Jalatri, A. P. (2017). Pengaruh Penggunaan Pewarna Hitam Alami Dari Tiga Jenis Arang Bambu (Bamboo Charcoal) Terhadap Kualitas Dawet Ireng [Skripsi tidak dipublikasikan]. Universitas Negeri Jakarta.
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- Karmila, K., & Putra, D. P. (2022). Pengaruh pembelajaran STEM (science, technology, engineering and mathematics) pada materi fluida terhadap keterampilan berpikir kreatif peserta didik. Jurnal Literasi Digital, 2(1), 11-20.
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- Julianto. (2017). Profil Kemampuan Literasi Sains Siswa SMP di Kota Purwokerto Ditinjau dari Aspek Konten, Proses, dan Konteks sains. JSSH, 1(2), 77-84.
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- Saputro, V. C. E., Wasis., & Prastowo, T. (2022). The effectiveness of STEM-based guided inquiry learning to train science literacy of physics. Studies in Learning and Teaching, 3(3), 141-148.
- Silitonga, M. W. B. (2022). Pengaruh STEM dalam pembelajaran IPA dan pengaruhnya terhadap literasi sains dan sikap ilmiah terhadap sains siswa Kelas VIII SMP Negeri 35 Medan [Skripsi tidak dipublikasikan]. Universitas Negeri Medan.
- Situmorang, R. P. (2016). Integrasi literasi sains peserta didik dalam pembelajaran sains. Satya Widya, 32(1), 49-56.
- Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 28-34.
- Suparya, I. K., Suastra, I. W., & Arnyana, I. B. P. (2022). Rendahnya literasi sains: Faktor penyebab dan alternatif solusinya. Jurnal Ilmiah Pendidikan Citra Bakti, 9(1), 153-166.
- Sutoyo, S., Sanjaya, I., Susantini, E., & Cahyono, E. (2023). Improving student’s critical thinking skills and self efficacy through implementation of integrated guided inquiry model with science, technology, engineering and mathematics (STEM). Proceedings of the 1st Lawang Sewu International Symposium on Humanities and Social Sciences 2022 (LEWIS 2022), 65-74.
- Syawal, M. K., Bahri, A., & Rachmawaty. (2023). Hubungan pengetahuan metakognitif, kemampuan berpikir kritis, dan kemampuan literasi sains dengan hasil belajar kognitif siswa SMA negeri di kota Makassar. Prosiding Seminar Nasional Biologi FMIPA UNM.
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- Teo, T., Unwin, S., Scherer, R., & Gardiner, V. (2021). Initial teacher training for twenty-first century skills in the fourth industrial revolution (IR 4.0): A scoping review. Journal of Computers & Education, 170, 1-21.
- Wang, H., Moore, T., Roehrig, G., & Park, M. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 1-13.
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- Yanto, A. F., & Bachtiar, D. I. (2017). Persepsi masyarakat terhadap dawet ireng sebagai kuliner khas Purworejo. SUSTAINABLE COMPETITIVE ADVANTAGE-7 (Sca-7), Universitas Jendral Soedirman, 196-210.
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References
Affandy, S. (2019). Penanaman nilai-nilai kearifan lokal dalam meningkatkan perilaku keberagaman peserta didik. Atthulab : Islamic Religion Teaching and Learning Journal, 2(2), 193-207.
Becker K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education: Innovations and research, 12(5), 23-37.
Boesdosfer, S. B., Arias, A. M., Mull, B., & Lieberum, K. (2020). Characterization of curriculum materials to support NGSS-aligned engineering instruction in chemistry teaching. School Science and Mathematics, 120(7), 425-440.
Fauzia, I. S., Diana, S., & Kusnadi. (2018). Pengaruh pembelajaran berbasis proyek dengan portofolio terhadap penguasaan konsep angiospermae dan sikap siswa SMA terhadap sains. Assimilation: Indonesian Journal od Biology Education, 1(2), 62-69.
Hake, R. R. (1999). Analyzing Change/Gain Scores. USA: Dept of Physics Indiana University.
Hartati, R. (2016). Peningkatan aspek sikap literasi sains siswa smp melalui penerapan model problem based learning pada pembelajaran IPA terpadu. EDUSAINS, 8(1).
Jalatri, A. P. (2017). Pengaruh Penggunaan Pewarna Hitam Alami Dari Tiga Jenis Arang Bambu (Bamboo Charcoal) Terhadap Kualitas Dawet Ireng [Skripsi tidak dipublikasikan]. Universitas Negeri Jakarta.
Juniarti, A., Harun, A. I., & Hadi, L. (2017). Deskripsi pemahaman konsep pada materi unsur, senyawa dan campuran SMP Negeri 4 Sungai Raya. Jurnal Pendidikan dan Pembelajaran, 7(2).
Kahar, M. S., Susilo., Abdullah, D., & Oktaviany, V. (2022). The effectiveness of the integrated inquiry guided model STEM on students scientific literacy abilities. Int. J. Nonlinear Anal, 13(1), 1667-1672.
Karmila, K., & Putra, D. P. (2022). Pengaruh pembelajaran STEM (science, technology, engineering and mathematics) pada materi fluida terhadap keterampilan berpikir kreatif peserta didik. Jurnal Literasi Digital, 2(1), 11-20.
Kusumastuti, R. P., Rusilowati, A., & Nugroho, S. E. (2019). Pengaruh keterampilan berpikir kritis terhadap literasi sains siswa. Unnes Physics Education Journal, 8(3), 254-261.
Kuswanto, J., Nasir, M., & Ariyansyah, A. (2021). Pengaruh model pembelajaran guided inquiry terhadap kemampuan literasi sains siswa kelas X pada materi keanekaragaman hayati di SMA Negeri 1 Wera tahun pelajaran 2021/2022. JURNAL PENDIDIKAN MIPA, 11(2), 175-180.
Nasir, M., Cari, C., Sunarno, W., & Rahmawati, F. (2022). The effect of STEM-based guided inquiry on light concept understanding and scientific explanation. EURASIA Journal of Mathematics, Science and Technology Education, 18(11), 1-13.Nofiana, &
Julianto. (2017). Profil Kemampuan Literasi Sains Siswa SMP di Kota Purwokerto Ditinjau dari Aspek Konten, Proses, dan Konteks sains. JSSH, 1(2), 77-84.
OECD. (2017). PISA 2015 Science Framework. Paris: OECD Publishing.
OECD. (2019a). PISA 2018 Result (Volume I): What Students Know and Can Do. Paris: OECD Publishing.
OECD. (2019b). PISA 2018 Science Framework. Paris: OECD Publishing.
OECD. (2023a). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. Paris: OECD Publishing.
Pamungkas, A., Subali, B., & Lunuwih, S. (2017). Implementasi model pembelajaran IPA berbasis kearifan lokal untuk meningkatkan kreativitas dan hasil belajar siswa. Jurnal Inovasi Pendidikan, 3(2), 118-127.
Paramita, A. K., Yahmin., & Dasna, I. W. (2020). Pembelajaran inkuiri terbimbing dengan pendekatan STEM (science, technology, engineering, mathematics) untuk pemahaman konsep dan keterampilan argumentasi siswa SMA pada materi laju reaksi. Jurnal Pendidikan, 5(11), 1652-1663.
Parno., Yuliati, L., Munfaridah, N., & Ali, M. (2020). The impact of STEM-based guided inquiry learning on students’ scientific literacy in the topic of fluid statics. Journal, of Physics: Conference Series, 1481(1), 1-10.
Pratiwi, S. & Aminah. (2019). Pembelajaran IPA abad 21 dengan literasi sains siswa. Jurnal Materi dan Pembelajaran Fisika (JMPF), 9(1), 34-42.
Riyadi, I. P., Prayitno, B. A., & Marjono. (2014). Penerapan Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) pada Materi Sistem Koordinasi untuk Meningkatkan Keterampilan Proses Sains pada Siswa Kelas XI IPA 3 SMA Batik 2 Surakarta Tahun Pelajaran 2013/2014. Jurnal Pendidikan Biologi, 7(2), 80-93.
Rosyidah, N. D., Kusairi, S., & Taufiq, A. (2020). Kemampuan Berpikir Kritis Siswa melalui Model STEM PJBL disertai Penilaian Otentik pada Materi Fluida Statis. Jurnal Pendidikan: Teori, Penelitian, & Pengembangan, 5(10), 1422-1427.
Santoso, A. M., & Arif, S. (2021). Efektivitas model inquiry dengan pendekatan STEM education terhadap kemampuan berpikir kritis siswa. Jurnal Tadris IPA Indonesia, 1(2), 73-86.
Saputro, V. C. E., Wasis., & Prastowo, T. (2022). The effectiveness of STEM-based guided inquiry learning to train science literacy of physics. Studies in Learning and Teaching, 3(3), 141-148.
Silitonga, M. W. B. (2022). Pengaruh STEM dalam pembelajaran IPA dan pengaruhnya terhadap literasi sains dan sikap ilmiah terhadap sains siswa Kelas VIII SMP Negeri 35 Medan [Skripsi tidak dipublikasikan]. Universitas Negeri Medan.
Situmorang, R. P. (2016). Integrasi literasi sains peserta didik dalam pembelajaran sains. Satya Widya, 32(1), 49-56.
Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 28-34.
Suparya, I. K., Suastra, I. W., & Arnyana, I. B. P. (2022). Rendahnya literasi sains: Faktor penyebab dan alternatif solusinya. Jurnal Ilmiah Pendidikan Citra Bakti, 9(1), 153-166.
Sutoyo, S., Sanjaya, I., Susantini, E., & Cahyono, E. (2023). Improving student’s critical thinking skills and self efficacy through implementation of integrated guided inquiry model with science, technology, engineering and mathematics (STEM). Proceedings of the 1st Lawang Sewu International Symposium on Humanities and Social Sciences 2022 (LEWIS 2022), 65-74.
Syawal, M. K., Bahri, A., & Rachmawaty. (2023). Hubungan pengetahuan metakognitif, kemampuan berpikir kritis, dan kemampuan literasi sains dengan hasil belajar kognitif siswa SMA negeri di kota Makassar. Prosiding Seminar Nasional Biologi FMIPA UNM.
Tatar, E., & Oktay, M. (2011). The effectiveness of problem based learning on teaching the first law of thermodynamics. Research in Science and Technological Education, 29(3), 315-332.
Teo, T., Unwin, S., Scherer, R., & Gardiner, V. (2021). Initial teacher training for twenty-first century skills in the fourth industrial revolution (IR 4.0): A scoping review. Journal of Computers & Education, 170, 1-21.
Wang, H., Moore, T., Roehrig, G., & Park, M. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 1-13.
WEF (World Economic Forum). (2016). What are the 21st-century skills every student needs?. Diambil dari https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students/, 10 March 2016
Yanto, A. F., & Bachtiar, D. I. (2017). Persepsi masyarakat terhadap dawet ireng sebagai kuliner khas Purworejo. SUSTAINABLE COMPETITIVE ADVANTAGE-7 (Sca-7), Universitas Jendral Soedirman, 196-210.
Zakaria, M. R., & Rosdiana, L. (2018). Profil literasi sains peserta didik kelas VII pada topik pemanasan global. Pensa: Jurnal Pendidikan Sains, 6(2), 170-174.