Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Literasi Sains Siswa Kelas V SD

Ranti Nur Fa’idah, Supriyono Koes H, Susriyati Mahanal

Abstract


Abstract: Scientific literacy is a skill that is very important and must be possessed by students. A person with good scientific literacy will be able to survive in the XXI century. In the learning process students are weak in interpreting information so that students have difficulty or cannot make conclusions. Scientific literacy by using initial ability moderator variables in the high category and low category and their interactions in fifth grade students of SD Tanjung Rejo 2 Malang. The results of the pretest and posttest were tested differently with the help of SPSS. The results showed there were significant differences in the increase in scientific literacy.

Abstrak: Literasi sains adalah keterampilan yang sangat penting dan harus dimiliki oleh siswa. Seseorang dengan literasi sains yang baik akan mampu bertahan di abad XXI. Pada proses pembelajaran, siswa dianggap lemah dalam mengintepretasikan informasi sehingga siswa kesulitan atau tidak dapat membuat kesimpulan. Variabel moderator kemampuan awal pada kategori tinggi dan kategori rendah serta interaksinya pada siswa kelas V SD Tanjung Rejo 2 Malang. Hasil pretes dan postes dilakukan uji beda dengan bantuan SPSS. Hasil penelitian menunjukkan terdapat perbedaan-perbedaan signifikan peningkatan literasi sains.

Keywords


scientific literacy; guided inquiry; elementary student; literasi sains; inkuiri terbimbing; siswa SD

Full Text:

PDF

References


Abidin, Y., Mulyati, T., & Yunansah, H. (2017). Pembelajaran Literasi. Jakarta: Bumi Aksara.

Almuntasheri, S., Gillies, R. M., & Wright, T. (2016). The Effectiveness of a Guided Inquiry-based, Teachers’ Professional Development Programme on Saudi Students’ Understanding of Density. Science Education International, 27(1), 16–39.

Braaten, M., & Windschiti, M. (2011). Working to Ward a Stronger Conceptualization of Scientific Explanation for Science Education. Science Education, 95(4), 639–669.

Eggen, P., & Kauchak, D. (2012). Strategi dan Model Pembelajaran: Mengajarkan Konten dan Keterampilan Berpikir, Edisi Keenam. Terjemahan Satrio Wahono. Jakarta: PT Indeks.

Gall, M., Gall, J. ., & Borg, W. (2003). Educational Research, An Introduction (7th edition). Boston: Pearson Education, Inc.

Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2015). Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), 32–43. http://doi.org/https://doi.org/10.20429/ijsotl.2009.030216

Holbrook, J., & Rannikmae, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education, 4(3), 275–288.

Howell, D. (2011). Fundamental Statistic for The Behavioral Science, Seventh Edition. Belmont: CA: Wadsworth.

Kemdikbud. (2014). Buku Guru Ilmu Pengetahuan Alam Edisi Revisi. Jakarta: Kemdikbud.

Ngalimun. (2018). Strategi dan Model Pembelajaran (edisi revisi). Yogyakarta: Aswaja Presindo.

Ngertini, N. (2013). Pengaruh Implementasi Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Pemahaman Konsep dan Literasi Sains Siswa Kelas X SMA PGRI 1 Amlapura. E-Journal Program Studi Administrasi Pendidikan, 4.

Nugroho, S., Suparmi, & Sarwanto. (2012). Pembelajaran IPA dengan Metode Inkuiri Terbimbing menggunakan Laboratorium Riil dan Virtuil Ditinjau dari Kemampuan Memori dan Gaya Belajar Siswa. Jurnal Inkuiri, 1(3), 235–244.

OECD. (2016). PISA 2015 Assessment and Analytical Framework Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving. Paris: OECD Publishing.

Piliang, Y. M. (2014). Transformasi Budaya Sains dan Teknologi; Membangun Daya Kreativitas. Jurnal Sosioteknologi, 13(2), 76–83.

Plummer, J. D., & Krajcik, J. (2010). Building Learning Progression for Celestial Motion: Elementary Levels from an Earth-Based Perspective. Journal of Research in Science Teaching, 47(7), 768–787.

Rahayu, S. (2014). Menuju Masyarakat Berliterasi Sains. Harapan dan Tantangan Kurikulum 2013. In Seminar Nasional Kimia dan Pembelajaran (SNKPP) 2014.

Ruseffendi, E. T. (2004). Dasar-dasar Penelitian Pendidikan dan Bidang Non Eksakta Lainnya. Bandung: Tarsito.

Seah, L. (2015). Understanding the Conceptual and Language Challenges Encountered by Grade 4 Students when Writing Scientific Explanations. Research in Science Education, 46(3), 413–437.

Widayoko, A., Latifah, E., & Yuliati, L. (2018). Peningkatan Kompetensi Literasi Sains Siswa SMA dengan Bahan Ajar Terintegrasi STEM pada Materi Impuls dan Momentum. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(11), 1463–1467.

Yao, J. X., Guo, Y.-Y., & Neuman, K. (2016). Toward a Hypthetical Learning Progression of Scientific Explanation. Asia-Pasific Science Education, 2(4), 1–17.

Yuliati, Y. (2017). Literasi Sains dalam Pembelajaran IPA. Jurnal Cakrawala Pendas, 3(2), 21-28.




DOI: http://dx.doi.org/10.17977/jptpp.v4i12.13096

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Ranti Nur Fa’idah, Supriyono Koes H, Susriyati Mahanal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License