PENGEMBANGAN LKPD MODEL PEMBELAJARAN ARGUMENT DRIVEN INQUIRY UNTUK MENINGKATKAN KETERAMPILAN LITERASI SAINS SISWA

Novitasari Novitasari, Dhila Linggar Lentika, M. Hilmi Zaqqi Asfiyah, Dhella Rochmatul Maghfiroh, Setyo Admoko

Abstract


ABSTRAK

Penelitian ini digunakan untuk mengetahui validitas dan kepraktisan LKPD (Lembar Kerja Peserta Didik) menggunakan model pembelajaran Argument Driven Inquiry untuk meningkatkan keterampilan literasi sains. Penelitian ini merupakan jenis penelitian pengembangan LKPD yang menggunakan metode ADDIE (Analysis, design, develop, implement, evaluate) dengan siswa kelas X SMA pada semester ganjil tahun ajaran 2021/2022. Pada tahapan validasi LKPD dilakukan oleh dua dosen pendidikan fisika, diperoleh sebesar 85,04% dimana masuk pada kategori sangat valid. Pada tahapan kepraktisan dengan mengimplementasi menggunakan LKPD, diperoleh sebesar 96% dimana masuk pada kategori sangat praktis. Pada tahapan implementasi menggunakan metode ADDIE, diperoleh skor N-gain sebesar 0,81 dimana masuk  pada kategori tinggi. Kemudian didapatkan kesimpulan bahwa LKPD model Argument Driven Inquiry ini telah memenuhi standar valid, praktis dan efektif dalam peningkatan keterampilan literasi sains siswa.

 

Kata kunci: literasi sains; LKPD; model pembelajaran ADI

 

ABSTRACT

This study was used to determine the validity and practicality of the student worksheet (LKPD) using the Argument Driven Inquiry learning model to improve the developed scientific literacy skills. This research is a type of LKPD development research that uses the ADDIE method (Analysis, design, develop, implement, evaluate) with class X SMA students in the odd semenster of the 2021/2022 academic year. At the stage of LKPD validation carried out by two physics education lecturers, it was obtained that 85.04% was included in the very valid category. At the practical stage by implementing using LKPD, 96% was obtained which was in the very practical category. At the implementation stage using the ADDIE method, an N-gain score of 0.81 was obtained which was in the high category. Then it was concluded that the LKPD of the Argument Driven Inquiry model had met the valid, practical and effective standards in improving students' scientific literacy skills.

 

Keywords: science literacy; LKPD; ADI learning model


Keywords


science literacy; LKPD; ADI learning model

Full Text:

PDF

References


Faisal, M., Andayani, Y., Al-Idrus, S. W., & Wildan, W. (2019). Hubungan Penulisan Jurnal Belajar Berbasis Literasi Sains Terhadap Hasil Belajar Siswa SMAN 2 Mataram. Chemistry Education Practice, 1(2), 7. https://doi.org/10.29303/cep.v1i2.939

Fatah, H. A., Suprapto, P. K., & Meylani, V. (2020). Kemampuan kognitif dan literasi sains: sebuah model pembelajaran argument-driven inquiry pada materi jaringan tumbuhan. JPBIO (Jurnal Pendidikan Biologi), 5(1), 80–87. https://doi.org/10.31932/jpbio.v5i1.590

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Harahap, A. V., Simatupang, Z., & Susanti, E. (2017). Pengembangan Lembar Kegiatan Peserta Didik (LKPD) pada Materi Pokok Eubacteria Berbasis Pendekatan Ilmiah. JURNAL PELITA PENDIDIKAN, 5(3), 330–338.

Lisdiana, Y. H. S. dan L. (2017). profil validitas e-lkpd literasi sains pada materi jamur untuk melatih keterampilan berfikir kritis peserta didik kela X. 6(1), 21–30.

OECD. (2017). PISA for Development Assessment and Analytical Framework (READING, MATHEMATICS AND SCIENCE). OECD Publishing, 1(1), 1–180.

Putri, S. D., & Djamas, D. (2017). Pengembangan Perangkat Pembelajaran Fisika Berbasis Keterampilan Berpikir Kritis dalam Problem-Based Learning. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 6(1), 125–135. https://doi.org/10.24042/jpifalbiruni.v6i1.648

Rahmi, L., Razak, A., & Sumarmin, R. (2018). Development of Student’s Worksheet with Inquiry Learning Model on Ecological and Environmental Changes for Class X Senior High School. International Journal of Progressive Sciences and Technologies (IJPSAT), 6(2), 448–453.

Riduwan. (2015). Dasar-dasar Statistika. Alfabeta.

Sampson, V., Grooms, J., & Walker, J. P. (2009). Argument-driven inquiry: A way to promote learning during laboratory activities. In Science Teacher (Vol. 76, Issue 8).

Sampson, V., Grooms, J., & Walker, J. P. (2011). Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217–257. https://doi.org/10.1002/sce.20421

Wulandari, N., & Wulandari, N. (2016). Analisis Kemampuan Literasi Sains Pada Aspek Pengetahuan Dan Kompetensi Sains Siswa Smp Pada Materi Kalor. Edusains, 8(1), 66–73. https://doi.org/10.15408/es.v8i1.1762




DOI: https://doi.org/10.31764/orbita.v8i1.8412

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

______________________________________________________

ORBITA: Jurnal Pendidikan dan Ilmu Fisika

p-ISSN 2460-9587 || e-ISSN 2614-7017

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

EDITORIAL OFFICE: