PENGEMBANGAN BAHAN AJAR IPA BERBASIS LITERASI SAINS BERTEMA SISTEM NAVIGASI UNTUK KELAS IX

Annisa’ Amalia , 4201411124 (2015) PENGEMBANGAN BAHAN AJAR IPA BERBASIS LITERASI SAINS BERTEMA SISTEM NAVIGASI UNTUK KELAS IX. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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    Abstract

    Studi PISA 2012 menyatakan kemampuan literasi sains siswa Indonesia menduduki peringkat ke-64 dari 65 negara. Kemampuan literasi sains juga dipengaruhi oleh bahan ajar. Berdasarkan penelitian sebelumnya, bahan ajar kelas IX yang beredar belum memenuhi komponen literasi sains yang seimbang. Mengacu pada fakta mengenai rendahnya kemampuan literasi sains siswa dan belum tersedianya bahan ajar IPA yang memuat komponen literasi sains seimbang, maka dilakukan pengembangan bahan ajar IPA berbasis literasi sains. Bahan ajar IPA yang dikembangkan mengangkat tema sistem navigasi, mecakup materi energi dan daya listrik, kemagnetan, dan induksi elektromagnetik. Penelitian pengembangan tersebut bertujuan untuk mengetahui karakteristik, kelayakan, tingkat keterbacaan, dan keefektifan bahan ajar IPA berbasis literasi sains dalam memengaruhi kemampuan literasi sains dan keterampilan berpikir kritis siswa. Penelitian pengembangan melalui 10 tahap yakni mencari potensi dan masalah, pengumpulan data, desain produk, validasi produk, revisi produk, uji coba produk awal, revisi produk awal, revisi produk awal, uji coba produk akhir, revisi produk akhir, dan produk akhir. Karakteristik bahan ajar IPA berbasis literasi sains memiliki perbandingan aspek sains sebagai batang tubuh pengetahuan, sains sebagai cara untuk menyelidiki, sains sebagai cara untuk berpikir, dan interaksi antara STM adalah 39,6% : 20,41% : 19,8% : 20,19%. Uji kelayakan dilakukan oleh guru IPA dan dosen fisika, diperoleh rata-rata skor 90,20% kelayakan isi, 90,42% teknik penyajian, 90,38% penilaian bahasa, 91,67% kegrafisan, dan 88,89% literasi sains. Kelima aspek tergolong kriteria sangat layak. Uji keterbacaan dilakukan dengan 10 responden kelas IX diperoleh rata-rata skor 77,55% yang berarti bahan ajar mudah dipahami. Uji coba produk akhir dilakukan di SMP N 2 Pekalongan untuk mengetahui kefektifan bahan ajar dalam memengaruhi kemampuan literasi sains dan keterampilan berpikir kritis, dengan kelas eksperimen dan kelas kontrol. Kemampuan literasi sains siswa kelas eksperimen 70,83% (tergolong memiliki kemampuan literasi sains) dan kelas kontrol 55,64% (tergolong cukup memiliki kemampuan literasi sains). Keterampilan berpikir kritis siswa kelas eksperimen 78,16% dan kelas kontrol 64,81%, keduanya tergolong memiliki keterampilan berpikir kritis. Dapat disimpulkan bahwa karakteristik bahan ajar IPA berbasis literasi sains yang dikembangkan sudah memiliki muatan literasi sains yang seimbang, mudah dipahami siswa, dan mampu memengaruhi kemampuan literasi sains serta keterampilan berpikir kritis siswa. PISA 2012 explain that the scientific literacy capability Indonesian students got a 64 from 65 countries. Scientific literacy capability can be influenced by the text book they have read. Based on previously research, the 9th grade text book which available now, are not fulfill the balance of scientific literacy component yet. Based on the fact, so the researcher do the research and development to produce the scientific literacy-integrated science text book. The integrated science text book take the navigation system for the theme and the materials include electrical energy and work, magnetism, and electromagnetic induction. The research and development have goals such as knowing the characteristic, expedience, level of comprehension, and effectiveness of text book to influence scientific literacy capability and critical thinking skill. This research and development passed 10 phases, that were potential finding, data collecting, product design, product validation, product revising, first testing product, first product revising, last testing product, last product revising, and final product. The characteristic of scientific literacy-integrated science text book have a comparison of aspects body of knowledge, a way of thinking, a way of investigating, and interaction of science, technology, and society 39,6% : 20,41% : 19,8% : 20,19%. The validation test did by science teacher and physics lecture and got the average scores 90,20% for content expediency, 90,42% for presentation technique, 90,38% for language expediency, 91,67% for graphic expediency, and 88,89% for scientific literacy aspects. The fifth aspects belong to very proper criteria. The comprehension of text test did by the ten of 9th grade students and got the average score 77,55%. It means the text book is easy to understanding. The last testing product was did at SMP N 2 Pekalongan and the goals were knowing the effectiveness of text book to influence scientific literacy capability and critical thinking skill, through experiment and control class. The scientific literacy capability of experiment class was 70,83% (belong to have a scientific literacy capability) and control class was 55,64% (belong to have a scientific literacy capability enough). The critical thinking skill of experiment class was 78,16% and control class was 64,81%, both of them belong to have a critical thinking skill. The conclusion is the characteristic of scientific literacy-integrated science text book has balance scientific literacy component, easy to understanding by the students, and can influence the scientific literacy capability and critical thinking skill of students.

    Item Type: Thesis (Under Graduates)
    Uncontrolled Keywords: bahan ajar, berpikir kritis, IPA terpadu, literasi sains, critical thinking, integrated science, scientific literacy, text book.
    Subjects: Q Science > QC Physics
    Fakultas: Fakultas Matematika dan Ilmu Pengetahuan Alam > Pendidikan Fisika, S1
    Depositing User: risma nur unnes
    Date Deposited: 13 Nov 2015 19:05
    Last Modified: 13 Nov 2015 19:05

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