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All Journal SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran
Lia Laelatul Sholihath
Universitas Kuningan
Education Energy Languange, Linguistic, Communication & Media Social Sciences Other

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EFEKTIVITAS PEMBELAJARAN BERBASIS SOCIO-SCIENTIFIC ISSUES (SSI) DAN NATURE OF SCIENCE (NOS) DALAM MENINGKATKAN KEMAMPUAN LITERASI SAINS SISWA Lia Laelatul Sholihath; Agus Yadi Ismail
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.8696

Abstract

Scientific literacy is an essential 21st-century competence that reflects students’ ability to understand, apply, and evaluate scientific knowledge in real-life contexts. However, the scientific literacy achievement of Indonesian students remains relatively low, as reflected in the results of the Programme for International Student Assessment (PISA). One of the main contributing factors to this condition is science learning practices that are still predominantly focused on rote memorization of concepts, place limited emphasis on understanding the Nature of Science, and lack relevant social contexts. This article aims to comprehensively examine the effectiveness of the Nature of Science (NOS) and Socio-Scientific Issues (SSI) approaches in enhancing students’ scientific literacy through a Systematic Literature Review (SLR) method. The literature analyzed includes national and international journal articles addressing scientific literacy, the implementation of NOS, and SSI-based science learning. The synthesis of the reviewed studies indicates that explicitly and reflectively implemented NOS instruction significantly contributes to strengthening students’ epistemological understanding of science and critical thinking skills. Meanwhile, the SSI approach has been shown to be effective in improving contextual scientific literacy, with moderate gains based on N-Gain analysis and highly positive student learning responses, particularly in environmental-related issues. Furthermore, the findings suggest that the effectiveness of NOS and SSI is optimized when supported by innovative instructional models and authentic assessments that comprehensively measure the content, process, and contextual dimensions of science learning. Therefore, the integration of NOS and SSI is recommended as a comprehensive pedagogical strategy to strengthen scientific literacy among Indonesian students. ABSTRAKLiterasi sains merupakan kompetensi esensial abad ke-21 yang mencerminkan kemampuan peserta didik dalam memahami, menggunakan, dan mengevaluasi pengetahuan sains dalam konteks kehidupan nyata. Namun, capaian literasi sains peserta didik di Indonesia masih relatif rendah, sebagaimana tercermin dalam hasil Programme for International Student Assessment (PISA). Salah satu faktor utama penyebab kondisi tersebut adalah praktik pembelajaran IPA yang masih berorientasi pada hafalan konsep, kurang menekankan pemahaman hakikat sains, serta minim konteks sosial yang relevan. Artikel ini bertujuan untuk mengkaji secara komprehensif efektivitas pendekatan Nature of Science (NOS) dan Socio-Scientific Issues (SSI) dalam meningkatkan literasi sains peserta didik melalui metode Systematic Literature Review (SLR). Literatur yang dianalisis meliputi artikel nasional dan internasional yang membahas literasi sains, implementasi NOS, dan pembelajaran berbasis SSI. Hasil sintesis menunjukkan bahwa pembelajaran NOS yang diterapkan secara eksplisit dan reflektif berkontribusi signifikan dalam memperkuat pemahaman epistemologis sains dan kemampuan berpikir kritis siswa. Sementara itu, pendekatan SSI terbukti efektif dalam meningkatkan literasi sains secara kontekstual, dengan peningkatan kategori sedang berdasarkan analisis N-Gain serta respons belajar siswa yang sangat positif, khususnya pada isu lingkungan. Temuan lain menunjukkan bahwa efektivitas NOS dan SSI akan optimal apabila didukung oleh model pembelajaran inovatif dan asesmen autentik yang mampu mengukur dimensi konten, proses, dan konteks sains secara terpadu. Dengan demikian, integrasi NOS dan SSI direkomendasikan sebagai strategi pedagogis komprehensif untuk memperkuat literasi sains peserta didik di Indonesia.
PENGEMBANGAN E-MODUL BERBASIS PEMBELAJARAN INTERAKTIF TERINTEGRASI KETERAMPILAN ABAD 21 UNTUK MENINGKATKAN LITERASI SAINS SISWA SMA PADA MATERI EKOSISTEM Lia Laelatul Sholihath; Agus Yadi Ismail; Zaenal Abidin
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.15194

Abstract

The low level of scientific literacy and the suboptimal integration of 21st-century skills in Biology learning highlight the need for innovative and interactive digital learning media. This study aimed to develop an interactive learning-based e-module integrated with 21st-century skills (4C: Critical Thinking, Creativity, Communication, and Collaboration), evaluate its validity and practicality, and analyze its effectiveness in improving senior high school students' scientific literacy on ecosystem topics. The study was conducted from January to May 2026 using a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Product effectiveness was evaluated using a quasi-experimental design with a pretest-posttest control group design. The participants comprised 160 tenth-grade students from SMAN 1 Kasokandel and SMA Islam Al Mizan, Majalengka Regency, with 40 students in the experimental class and 40 students in the control class at each school. Data were collected through expert validation sheets, student response questionnaires, learning implementation observation sheets, and scientific literacy tests, and were analyzed using the Wilcoxon Signed Rank Test and the Mann-Whitney U Test. The results showed that the e-module achieved a very high validity level, with an average feasibility percentage of 92.9%, comprising 93.7% from material experts, 87.5% from media experts, and 97.7% from Biology learning experts. The e-module was also considered highly practical, as indicated by a 100% positive response across all questionnaire items. The effectiveness test demonstrated a significant improvement in scientific literacy among students in the experimental classes at both schools (Asymp. Sig. = 0.000 < 0.05). The experimental classes achieved N-Gain scores of 0.73, categorized as high, at SMA Islam Al Mizan and 0.68, categorized as moderate, at SMAN 1 Kasokandel, exceeding the control classes' scores of 0.33 and 0.19, respectively. Therefore, the interactive e-module integrated with 4C skills is valid, practical, and effective in supporting the improvement of senior high school students' scientific literacy on ecosystem topics. ABSTRAK Rendahnya literasi sains serta belum optimalnya integrasi keterampilan abad ke-21 dalam pembelajaran Biologi menuntut pengembangan media pembelajaran digital yang interaktif. Penelitian ini bertujuan untuk mengembangkan e-modul berbasis pembelajaran interaktif yang terintegrasi keterampilan abad ke-21 (4C: Critical Thinking, Creativity, Communication, dan Collaboration), menguji validitas dan kepraktisannya, serta menganalisis efektivitasnya dalam meningkatkan literasi sains siswa SMA pada materi ekosistem. Penelitian dilaksanakan pada Januari–Mei 2026 menggunakan metode Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Efektivitas produk diuji menggunakan quasi-experimental design dengan pola pretest-posttest control group design. Subjek penelitian melibatkan 160 siswa kelas X dari SMAN 1 Kasokandel dan SMA Islam Al Mizan Kabupaten Majalengka, masing-masing terdiri atas 40 siswa kelas eksperimen dan 40 siswa kelas kontrol. Data dikumpulkan melalui lembar validasi ahli, angket respons siswa, lembar observasi keterlaksanaan pembelajaran, dan tes literasi sains, kemudian dianalisis menggunakan Wilcoxon Signed Rank Test dan Mann-Whitney U Test. Hasil penelitian menunjukkan bahwa e-modul memiliki tingkat validitas sangat tinggi dengan rata-rata persentase kelayakan 92,9%, yang meliputi penilaian ahli materi sebesar 93,7%, ahli media sebesar 87,5%, dan ahli pembelajaran Biologi sebesar 97,7%. E-modul juga dinyatakan sangat praktis berdasarkan respons positif siswa sebesar 100% pada seluruh butir angket. Hasil uji efektivitas menunjukkan adanya peningkatan literasi sains yang signifikan pada kelas eksperimen di kedua sekolah (Asymp. Sig. = 0,000 < 0,05). Nilai N-Gain kelas eksperimen mencapai 0,73 dengan kategori tinggi di SMA Islam Al Mizan dan 0,68 dengan kategori sedang di SMAN 1 Kasokandel, lebih tinggi dibandingkan kelas kontrol yang masing-masing memperoleh 0,33 dan 0,19. Dengan demikian, e-modul interaktif terintegrasi keterampilan 4C dinyatakan valid, praktis, dan efektif untuk mendukung peningkatan literasi sains siswa SMA pada materi ekosistem.
Co-Authors Agus Yadi Ismail ISMAIL, AGUS YADI Zaenal Abidin