<![CDATA[Keaktifan dan hasil belajar siswa pada materi laju reaksi masih tergolong rendah akibat dominasi pembelajaran konvensional melalui metode ceramah, tanya jawab, dan penugasan. Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning berbasis literasi sains terhadap keaktifan dan hasil belajar siswa pada materi laju reaksi. Penelitian ini merupakan penelitian eksperimen semu dengan pretest-posttest control group design yang dilaksanakan di SMA Negeri 17 Medan. Sampel terdiri atas 36 siswa kelas eksperimen yang dibelajarkan menggunakan model Problem Based Learning berbasis literasi sains dan 35 siswa kelas kontrol yang dibelajarkan menggunakan model pembelajaran konvensional. Perlakuan diberikan selama empat pertemuan (2 × 45 menit setiap pertemuan). Hasil penelitian menunjukkan bahwa rata-rata keaktifan siswa kelas eksperimen sebesar 85,38 ± 5,71 lebih tinggi dibandingkan kelas kontrol sebesar 75,82 ± 4,99. Rata-rata hasil belajar kelas eksperimen meningkat dari 45,14 menjadi 84,31 ± 5,23, sedangkan kelas kontrol dari 41,00 menjadi 76,86 ± 6,31. Analisis uji t satu pihak (pihak kanan) menunjukkan bahwa thitung keaktifan siswa sebesar 7,49 dan thitung hasil belajar siswa sebesar 5,42 lebih besar dari ttabel 1,99, sehingga terdapat pengaruh signifikan model Problem Based Learning berbasis literasi sains terhadap keaktifan dan hasil belajar siswa pada materi laju reaksi. Sebagai analisis tambahan, dilakukan perhitungan N-Gain. Nilai N-gain kelas eksperimen sebesar 0,7 (kategori tinggi) dan kelas kontrol sebesar 0,6 (kategori sedang). Hasil uji korelasi menunjukkan hubungan positif antara keaktifan dan hasil belajar dengan kontribusi sebesar 48,58%. Temuan ini membuktikan bahwa model Problem Based Learning berbasis literasi sains efektif dalam meningkatkan keaktifan dan hasil belajar siswa pada materi laju reaksi. The Effect of Scientific Literacy-Based Problem Based Learning Model on Student Activeness and Learning Outcomes on Reaction Rate Material. Student activity and learning outcomes on reaction rate material are still relatively low due to the dominance of conventional learning through lecture, question and answer, and assignment methods. This study aims to determine the effect of the Problem Based Learning model based on scientific literacy on student activity and learning outcomes on reaction rate material. This study is a quasi-experimental study with a pretest-posttest control group design conducted at SMA Negeri 17 Medan. The sample consisted of 36 experimental class students who were taught using the Problem Based Learning model based on scientific literacy and 35 control class students who were taught using the conventional learning model. The treatment was given for four meetings (2 × 45 minutes each meeting). The results showed that the average activity of experimental class students was 85.38 ± 5.71 higher than the control class of 75.82 ± 4.99. The average learning outcomes of the experimental class increased from 45.14 to 84.31 ± 5.23, while the control class from 41.00 to 76.86 ± 6.31. The one-tailed t-test analysis (right side) shows that the tcount of student activity is 7.49 and the tcount of student learning outcomes is 5.42, which is greater than the ttable of 1.99, so there is a significant influence of the scientific literacy-based Problem Based Learning model on student activity and learning outcomes on the reaction rate material. As an additional analysis, the N-Gain calculation was carried out. The N-gain value of the experimental class was 0.7 (high category) and the control class was 0.6 (medium category). The results of the correlation test showed a positive relationship between activity and learning outcomes with a contribution of 48.58%. This finding proves that the scientific literacy-based Problem Based Learning model is effective in increasing student activity and learning outcomes on the reaction rate material.]]>
