IMPLEMENTASI PEMBELAJARAN INKUIRI TERSTRUKTUR UNTUK MENINGKATKAN LITERASI SAINS SISWA

Abstract

Abstrak: Pembelajaran sains harus bermakna dan mampu menyelesaikan masalah menggunakan pengetahuan ilmiah sesuai tujuan literasi sains. Data hasil belajar menunjukkan siswa mampu menyelesaikan soal-soal bersifat definisi dan fakta sains dasar, tetapi lemah dalam soal pemahaman terutama data tabel, grafik, gambar, dan bagan sebagai ciri penguasaan literasi sains. Ahli pendidikan sains menganjurkan pengajaran sains pada penekanan inkuiri. Hasil pengamatan guru terhadap alat-alat laboratorium, terdapat delapan Kit optik, lima jenis buku penunjang materi optik untuk belajar secara kelompok. Maka akan diamati peran pembelajaran inkuiri terhadap peningkatan literasi sains pada KD: 3.11 dan 4.11.  Permasalahan penelitian ini adalah: (1)Bagaimanakah keterlaksanaan pembelajaran inkuiri terstruktur untuk meningkatkan literasi sains? (2) Apakah pembelajaran inkuiri terstruktur dapat meningkatkan literasi sains siswa? Penelitian ini menggunakan rancangan PTK dalam dua siklus. Subjek penelitian adalah siswa kelas VIII.2 tahun pelajaran 2018-2019. Hasil penelitian: (1) Keterlaksanaan implementasi pembelajaran inkuiri terstruktur untuk meningkatkan literasi sains, pada siklus I 84% (baik) dan siklus II 83% (baik). (2). Terjadi peningkatan rata-rata skor literasi sains dari siklus I (52) ke siklus II (71), ketuntasan klasikal meningkat dari siklus I 24% ke siklus II 36% meski belum mencapai indikator keberhasilan 85% dan KKM 75.

Kata Kunci: Inkuiri terstruktur dan literasi sains.

IMPLEMENTATION OF STRUCTURED INQUIRY LEARNING

TO IMPROVE STUDENT SCIENCE LITERATION

Abstract: Science learning must be meaningful and able to solve problems using scientific knowledge according to the goals of scientific literacy. The learning outcome data shows that students are able to solve definitional questions and basic science facts, but are weak in understanding questions, especially data tables, graphs, pictures, and charts as a characteristic of mastery of scientific literacy. Science educators advocate teaching science with an emphasis on inquiry. The results of the teacher's observations of laboratory equipment, there are eight optical kits, five types of optical material supporting books for group learning. Then it will be observed the role of inquiry learning in increasing scientific literacy at KD: 3.11 and 4.11. The problems of this research are: (1) How is the implementation of structured inquiry learning to improve scientific literacy? (2) Can structured inquiry learning improve students' scientific literacy? This study used a PTK design in two cycles. The research subjects were students of class VIII.2 in the 2018-2019 academic year. The results of the study: (1) The implementation of structured inquiry learning to improve scientific literacy, in cycle I 84% (good) and cycle II 83% (good). (2). There was an increase in the average score of scientific literacy from cycle I (52) to cycle II (71), classical completeness increased from cycle I 24% to cycle II 36% even though it had not reached the 85% success indicator and KKM 75.

Key words:  Structured inquiry and scientific literacy.