Pengaruh Model Pembelajaran Peer Led Guided Inquiry (PLGI) terhadap Kompetensi Literasi SainsSiswa ditinjau dari Kemampuan Akademik

Sri Lestari, Meti Indrowati, Dewi Puspita Sari

Abstract

The purposes of this research are to ascertain: 1) the influence of Peer Led Guided Inquiry model towards competency of scientific literacy, 2) the influence of academic ability toward competency of scientific literacy. The research was quasi experiment research. The research was designed using posttest-only group design with factorial design 2 x 3. The population of this research were all of 11th degree student at SMA N 2 Sukoharjo in academic year 2018/2019. The sample of this research were student of XI MIPA 3 as experiment group and XI MIPA 4 as control group. The sample of this research was established by cluster random sampling. The data was collected essay test, observation form, and document. The hypotheses analyzed by Anova Two Ways. The research concluded that 1) Peer Led Guided Inquiry (PLGI) model had significant effect toward competency of scientific literacy, 2) the academic ability didn’t has significant effect toward competency of scientific literacy.

Keywords

Peer Led Guided Inquiry, Competency of Science Literacy, Academic Ability

Full Text:

PDF

References

Amini, F., Nasution, M. Y., Mulkan, & Sugito, H. (2018). Analisis Kemampuan Kognitif dan Kesulitan Belajar Siswa Materi Sistem Eksresi di SMA Negeri 1 Karang Baru. Jurnal Pelita Pendidikan, 6(4), 225–232.

Arifin, L., & Sunarti, T. (2017). Peningkatan Literasi Sains Peserta Didik melalui Model Pembelajaran Guided Inquiry pada Materi Fluida Dinamis. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 7(2), 68–78. https://doi.org/10.26740/jpfa.v7n2.p68-78

Arum, E., Mahardika, S., Suwono, H., & Indriwati, S. E. (2014). Eksplorasi Kemampuan Awal Literasi Biologi Siswa Kelas X, (1999), 728–732.

Langgeng, Sajidan, & Prayitno, B. A. (2017). Pengembangan Model Pembelajaran Inkuiri Kolaboratif berbasis Potensi Lokal ban Implementasinya pada Materi Tumbuhan Lumut dan Paku. Jurnal Inkuiri, 6(1), 1–16.

Mayangsari, P. W., Suratno, & Wahono, B. (2015). Pengaruh Strategi Pembelajaran MURDER (Mood, Understand, Recall, Digest, Expland, Review) Berbasis Media Interaktif Flash terhadap Kemampuan Berpikir Kritis, Metakognisi dan Pencapaian Hasil Belajar Siswa (Mata Pelajaran Biologi Kelas XI Materi Sistem Eks. Jurnal Edukasi UNEJ, 11(2), 7–11.

Muammar, H., Hardjono, A., & Gunawan. (2015). Pengaruh Model Pembelajaran ASSURE dan Pengetahuan Awal terhadap Hasil Belajar IPA-Fisika Siswa Kelas VIII SMP N 22 Mataram. Jurnal Pendidikan Fisika Dan Teknologi, 1(3), 166–172.

Muhajir, S., & Rohaeti, E. (2015). Perbedaan Penerapan Model Pembelajaran STS dan CTL terhadap Literasi Sains dan Prestasi Belajar IPA. Jurnal Pendidikan Matematika Dan Sains Tahun III, (2), 143–155.

Nahdiah, L., Mahdian, & Hamid, A. (2017). Pengaruh Model Pembelajaran Peer Led Guided Inquiry (PLGI) terhadap Literasi Sains dan Hasil Belajar Siswa pada Materi Hidrolisis Garam Siswa Kelas XI PMIA SMAN 3 Banjarmasin. Journal of Chemistry And Education, 1(1), 73–85.

Nisak, M. K., Wartono, & Suwono, H. (2017). Pengaruh Pembelajaran Guided Inquiry Berbasis SALINGTEMAS terhadap Keterampilan Berpikir Kritis Siswa SMP berdasarkan Kemampuan Akademik. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(1), 113–120.

Nugraheni, D., & Suyanto, S. (2017). Pengaruh Siklus Belajar 5E terhadap Kemampuan Literasi Sains pada Materi Sistem Saraf Manusia, 6(4), 178–188.

Nugraheni, Paidi, & Triatmanto. (2017). Kemampuan Literasi Sains Kelas X SMA Negeri Mata Pelajaran BIologi Berdasarkan Topografi Gunung Kidul. Jurnal Prodi Pendidikan Biologi, 6(5), 261–271.

Nyoman Ngertini, Wayan Sadia, & Made Yudana. (2013). Pengaruh Implementasi Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Pemahaman Konsep dan Literasi Sains Siswa Kelas X SMA PGRI 1 Amlapura. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 4, 1–11.

OECD. (2016). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic and Financial Literacy. OECD Publishing. https://doi.org/10.1787/9789264255425-en

OECD. (2018). PISA 2015: Results in Focus. OECD Publisher. https://doi.org/10.1787/9789264266490-en

Rehorek, S. J., & Dafoe, N. J. (2018). The Art of Referencing as an Often Overlooked Aspect of Scientific Literacy : Study of a Classrom Intervention. The American BIology Teacher, 80(6), 423–428.

Sanjaya, R. W. K., Maridi, & Suciati. (2017). Pengembangan Model berbasis Bounded Inquiry Lab untuk Meningkatkan Literasi Sains Dimensi Konten pada Materi Sistem Pencernaan Kelas XI. Jurnal Inkuiri, 6(3), 1–16.

Sudarsana, I. K. (2018). Pengaruh Model Pembelajaran Kooperatif terhadap Peningkatan Mutu Hasil Belajar Siswa. Jurnal Penjaminan Mutu Lembaga Penjaminan Mutu Institut Hindu Dharma Negeri Denpasar, 4(1), 21–31.

Sumaryatun, Rusilowati, A., & Nugroho, S. E. (2016). Pengembangan Instrumen Penilaian Autentik Kurikulum 2013 berbasis Literasi Sains pada Materi Bioteknologi. Journal of Primary Education, 5(1), 66–73.

Refbacks

  • There are currently no refbacks.