eprintid: 135230 rev_number: 24 eprint_status: archive userid: 216030 dir: disk0/00/13/52/30 datestamp: 2025-08-07 06:09:29 lastmod: 2025-08-07 06:09:29 status_changed: 2025-08-07 06:09:29 type: thesis metadata_visibility: show creators_name: Ega Adinda Putri Maharani, - creators_name: Kusnadi, - creators_name: Yanti Hamdiyati, - creators_nim: NIM2109247 creators_nim: NIDN0009056801 creators_nim: NIDN0003116606 creators_id: egaadindapm@upi.edu creators_id: kusnadi@upi.edu creators_id: yhamdiyati@upi.edu contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_name: Kusnadi, - contributors_name: Yanti Hamdiyati, - contributors_nidn: NIDN0009056801 contributors_nidn: NIDN0003116606 contributors_id: kusnadi@upi.edu contributors_id: yhamdiyati@upi.edu title: PEMBELAJARAN PERSONAL DIGITAL INQUIRY TERINTEGRASI EXPERIENTIAL LEARNING UNTUK MENINGKATKAN LITERASI SAINS SISWA PADA MATERI PERUBAHAN IKLIM ispublished: pub subjects: L1 subjects: LB divisions: PBIO full_text_status: restricted keywords: Personal Digital Inquiry, Experiential Learning, literasi sains, perubahan iklim Personal Digital Inquiry, Experiential Learning, scientific literacy, climate change note: https://scholar.google.com/citations?hl=en&user=mgOhoGIAAAAJ ID SINTA Dosen Pembimbing: Kusnadi: 6002975 Yanti Hamdiyati: 6007061 abstract: Rendahnya literasi sains menjadi salah satu tantangan dalam pendidikan di abad ke-21. Padahal, literasi sains merupakan kompetensi kunci yang dibutuhkan untuk menghadapi isu-isu global seperti perubahan iklim. Untuk menjawab tantangan tersebut, dibutuhkan strategi pembelajaran yang dapat mengintegrasikan pemanfaatan teknologi dan pengalaman nyata siswa. Penelitian ini bertujuan untuk mengkaji penerapan pembelajaran Personal Digital Inquiry terintegrasi Experiential Learning dalam meningkatkan literasi sains siswa pada materi perubahan iklim. Metode yang digunakan adalah pre-experimental dengan desain one group pretest-posttest, dan subjek penelitian terdiri dari siswa kelas X SMA (n=57) yang dipilih menggunakan teknik purposive sampling. Instrumen yang digunakan terdiri dari tes pilihan ganda literasi sains berdasarkan framework PISA 2018 yang mencakup tiga indikator yaitu: (1) menjelaskan fenomena secara ilmiah, (2) merancang dan mengevaluasi penyelidikan ilmiah, serta (3) menginterpretasikan data dan bukti secara ilmiah, serta angket untuk mengukur respons siswa terhadap pembelajaran yang diterapkan. Data dianalisis menggunakan statistik deskriptif dan inferensial melalui uji Wilcoxon dan analisis N-Gain. Hasil uji Wilcoxon menunjukkan bahwa terdapat perbedaan yang signifikan pada nilai pretest dan posttest literasi sains siswa. Analisis N-Gain juga menunjukkan adanya peningkatan dalam kategori yang sedang pada literasi sains siswa setelah diterapkannya pembelajaran Personal Digital Inquiry terintegrasi Experiential Learning. Respons siswa terhadap pembelajaran ini juga sangat baik yang ditunjukkan melalui nilai rata-rata angket yang tinggi. Temuan ini mengindikasikan bahwa integrasi Personal Digital Inquiry dengan Experiential Learning efektif dalam meningkatkan kemampuan literasi sains siswa. The low level of scientific literacy remains one of the major challenges in 21st-century education. In fact, scientific literacy is a key competency required to address global issues such as climate change. To respond to this challenge, learning strategies that integrate the use of technology and students’ real-life experiences are essential. This research aims to examine the implementation of Personal Digital Inquiry integrated with Experiential Learning in enhancing students' scientific literacy on the topic of climate change. This research employed a pre-experimental method using a one-group pretest-posttest design. The participants were 57 tenth-grade high school students, selected using purposive sampling technique. The instruments used included a multiple-choice scientific literacy test based on the PISA 2018 framework, which consists of three indicators: (1) explaining phenomena scientifically, (2) designing and evaluating scientific enquiry, and (3) interpreting data and evidence scientifically, along with a questionnaire to assess students' responses toward the implemented learning. Data were analyzed using descriptive and inferential statistics through the Wilcoxon Signed-Rank Test and N-Gain analysis. Wilcoxon test results revealed a significant difference between students’ pretest and posttest scores. N-Gain analysis further indicated a moderate improvement in students’ scientific literacy following the implementation of the Personal Digital Inquiry integrated with Experiential Learning. Students also showed very positive responses to the learning approach, as reflected in the high average scores of the questionnaire. These findings suggest that integrating Personal Digital Inquiry with Experiential Learning is effective in improving students’ scientific literacy. date: 2025-07-17 date_type: published institution: Universitas Pendidikan Indonesia department: KODEPRODI84205#Pendidikan Biologi_S1 thesis_type: other thesis_name: other official_url: https://repository.upi.edu/ related_url_url: https://perpustakaan.upi.edu/ related_url_type: org citation: Ega Adinda Putri Maharani, - and Kusnadi, - and Yanti Hamdiyati, - (2025) PEMBELAJARAN PERSONAL DIGITAL INQUIRY TERINTEGRASI EXPERIENTIAL LEARNING UNTUK MENINGKATKAN LITERASI SAINS SISWA PADA MATERI PERUBAHAN IKLIM. S1 thesis, Universitas Pendidikan Indonesia. document_url: http://repository.upi.edu/135230/1/S_BIO_2109247_Title.pdf document_url: http://repository.upi.edu/135230/2/S_BIO_2109247_Chapter1.pdf document_url: http://repository.upi.edu/135230/3/S_BIO_2109247_Chapter2.pdf document_url: http://repository.upi.edu/135230/4/S_BIO_2109247_Chapter3.pdf document_url: http://repository.upi.edu/135230/5/S_BIO_2109247_Chapter4.pdf document_url: http://repository.upi.edu/135230/6/S_BIO_2109247_Chapter5.pdf document_url: http://repository.upi.edu/135230/7/S_BIO_2109247_Appendix.pdf