PENERAPAN ENVIRONMENT-BASED GUIDED INQUIRY LEARNING PADA TEMA BIODIVERSITAS UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN LITERASI BIODIVERSITAS SISWA SMA

Shopiah Dhuha Siregar, - and Saefudin, - and Riandi, - (2025) PENERAPAN ENVIRONMENT-BASED GUIDED INQUIRY LEARNING PADA TEMA BIODIVERSITAS UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN LITERASI BIODIVERSITAS SISWA SMA. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk menggali peran environment-based guided inquiry learning pada tema biodiversitas dalam meningkatkan keterampilan proses sains dan literasi biodiversitas siswa. Penelitian ini menggunakan desain one group pretest-posttest yang dilaksanakan pada semester genap tahun ajaran 2024/2025 di salah satu sekolah di Sumatera Utara. Sampel penelitian adalah kelas X MIA yang terdiri atas 23 siswa. Instrumen penelitian mencakup soal keterampilan proses sains sebanyak 19 soal pilihan ganda dan satu uraian, serta literasi biodiversitas yang terdiri atas ranah pengetahuan dengan 13 soal pilihan ganda, satu soal uraian, dan satu soal menjodohkan, ranah kompetensi literasi dengan 15 soal pilihan ganda, dan ranah afektif berupa angket skala Likert empat tingkat. Selain itu, digunakan angket respons siswa terhadap pembelajaran guided inquiry dan lembar observasi keterlaksanaan pembelajaran. Instrumen yang dikembangkan telah melalui uji kelayakan oleh ahli dan uji coba empiris. Analisis data dilakukan melalui perhitungan N-gain, uji one sample t-test, dan uji Spearman rank correlation. Pelaksanaan penelitian terdiri atas tiga tahap, yaitu tahap pra-penelitian yang mencakup studi pendahuluan, kajian literatur, dan pengembangan instrumen, tahap pelaksanaan penelitian yang mencakup pretest, pembelajaran selama tiga pertemuan, dan posttest, serta tahap pasca-penelitian yang mencakup analisis data dan penarikan kesimpulan. Hasil penelitian meliputi keterlaksanaan penerapan environment-based guided inquiry learning pada tema biodiversitas, peningkatan keterampilan proses sains dan literasi biodiversitas siswa, hubungan antara keterampilan proses sains dengan literasi biodiversitas, dan respons siswa terhadap pembelajaran guided inquiry. Kesimpulan dari penelitian ini adalah bahwa penerapan environment-based guided inquiry learning pada tema biodiversitas dapat meningkatkan keterampilan proses sains dan literasi biodiversitas siswa. Penelitian ini juga menemukan adanya hubungan signifikan antara keterampilan proses sains dengan ranah kompetensi literasi biodiversitas, namun tidak signifikan pada ranah pengetahuan dan afektif. Selain itu, siswa juga memberikan respons yang positif terhadap pembelajaran guided inquiry yang telah dilaksanakan. This study aims to explore the role of environment-based guided inquiry learning on the theme of biodiversity in improving students' science process skills and biodiversity literacy. It used a one-group pretest-posttest design conducted in the even semester of the 2024/2025 academic year at a school in North Sumatra. The research sample was class X MIA, consisting of 23 students. The research instruments included 19 multiple-choice and one essay science process skill questions; biodiversity literacy instruments consisted of 13 multiple-choice, one essay, and one matching question in the knowledge domain, 15 multiple-choice questions in the literacy competency domain, and a Likert scale questionnaire in the affective domain. In addition, a student response questionnaire was used to assess guided inquiry learning, and an observation sheet was used to document learning implementation. All instruments underwent feasibility testing by experts and empirical trials. Data were analyzed using N-gain calculations, one-sample t-test, and Spearman's rank correlation. The research implementation consisted of three stages: the pre-research stage, which included preliminary studies, literature reviews, and instrument development; the implementation stage, which included a pretest, three learning sessions, and a posttest; and the post-research stage, which included data analysis and conclusion. The study’s results included the implementation of environment-based guided inquiry learning on the biodiversity theme, improvements in students' science process skills and biodiversity literacy, the relationship between science process skills and biodiversity literacy, and students' responses to guided inquiry learning. This study concludes that environment-based guided inquiry learning can improve students' science process skills and biodiversity literacy. A significant relationship was found between science process skills and the biodiversity literacy competency domain, but not in the knowledge and affective domains. Students also responded positively to the guided inquiry learning implemented.

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Item Type:	Thesis (S2)
Additional Information:	ID SINTA Dosen Pembimbing: Saefudin: 6721267 Riandi: 5995561
Uncontrolled Keywords:	Biodiversitas, Inkuiri Terbimbing, Keterampilan Proses Sains, Literasi Biodiversitas, Lingkungan Sekolah, Pendekatan Lingkungan Biodiversity, Biodiversity Literacy, Environmental Approach, Guided Inquiry, School Environment, Science Process Skills
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Biologi - S2
Depositing User:	Shopiah Dhuha Siregar
Date Deposited:	02 Sep 2025 04:26
Last Modified:	02 Sep 2025 04:26
URI:	http://repository.upi.edu/id/eprint/137109

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