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EFEKTIVITAS PROBLEM-BASED LEARNING BERBASIS ETNOSAINS TERHADAP LITERASI SAINS SISWA SEKOLAH DASAR
Penelitian ini bertujuan menganalisis efektivitas model Problem-Based Learning (PBL) berbasis etnosains dalam meningkatkan literasi sains siswa sekolah dasar. Latar belakang penelitian ini adalah rendahnya kemampuan literasi sains siswa Indonesia yang ditunjukkan oleh hasil PISA 2018, di mana Indonesia menempati peringkat bawah dalam kategori sains, serta kurangnya pembelajaran yang mengaitkan konsep sains dengan konteks budaya lokal. Literasi sains dipandang sebagai kompetensi esensial abad ke-21 karena mencakup pemahaman konsep ilmiah, kemampuan menjelaskan fenomena, merancang penyelidikan, dan mengambil keputusan berbasis bukti. Penelitian ini menggunakan pendekatan kuantitatif dengan desain One Group Pretest-Posttest. Subjek penelitian adalah 31 siswa kelas IV yang terdiri atas 21 siswa SDN 1 Cintaratu dan 10 siswa SDN 1 Cintajaya, Kabupaten Ciamis, dipilih melalui purposive sampling. Instrumen penelitian berupa 15 soal pilihan ganda literasi sains yang telah divalidasi oleh ahli. Uji normalitas (Shapiro-Wilk) serta homogenitas (Levene's Test) menunjukkan data berdistribusi normal dan homogen, sehingga memenuhi syarat uji parametrik. Hasil paired sample t-test menunjukkan nilai Sig. (2-tailed) 0,000 < 0,05 yang berarti terdapat perbedaan signifikan antara skor pretest dan posttest. Nilai rata-rata N-gain per siswa sebesar 0,58 (kategori sedang-tinggi), dengan rincian N-gain per aspek: menjelaskan fenomena ilmiah 0,54, mengevaluasi penyelidikan ilmiah 0,51, dan menafsirkan data ilmiah 0,49. Ukuran efek Cohen’s d sebesar 2,05 menunjukkan pengaruh besar terhadap peningkatan literasi sains. Temuan ini membuktikan bahwa Problem-Based Learning (PBL) berbasis etnosains efektif meningkatkan literasi sains siswa serta relevan untuk pembelajaran IPA berbasis kearifan lokal. This study aims to analyze the effectiveness of the ethnoscience-based Problem-Based Learning (PBL) model in improving elementary school students’ scientific literacy. The background of this research is the low level of scientific literacy among Indonesian students, as shown by the 2018 PISA results, where Indonesia ranked at the bottom in the science category, as well as the lack of learning activities that connect scientific concepts with local cultural contexts. Scientific literacy is considered an essential 21st-century competence because it encompasses understanding scientific concepts, explaining phenomena, designing investigations, and making evidence-based decisions. This study employed a quantitative approach with a One Group Pretest-Posttest design. The research subjects were 31 fourth-grade students consisting of 21 students from SDN 1 Cintaratu and 10 students from SDN 1 Cintajaya, Ciamis Regency, selected through purposive sampling. The research instrument consisted of 15 multiple-choice scientific literacy questions validated by experts. Normality testing (Shapiro-Wilk) and homogeneity testing (Levene’s Test) indicated that the data were normally distributed and homogeneous, thus meeting the requirements for parametric testing. The paired sample t-test results showed a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference between pretest and posttest scores. The average N-gain score per student was 0.58 (moderate-high category), with details as follows: explaining scientific phenomena 0.54, evaluating scientific investigations 0.51, and interpreting scientific data 0.49. Cohen’s d effect size of 2.05 indicated a large effect on improving scientific literacy. These findings demonstrate that the ethnoscience-based Problem-Based Learning (PBL) model is effective in enhancing students’ scientific literacy and is relevant for science learning based on local wisdom.
KODEPRODI86288#PGSD Kampus Tasikmalaya_S1, Universitas Pendidikan Indonesia
EFEKTIVITAS PROBLEM-BASED LEARNING BERBASIS ETNOSAINS TERHADAP LITERASI SAINS SISWA SEKOLAH DASAR (Text)
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