DESAIN PEMBELAJARAN LITERASI SAINS BERBASIS PROBLEM BASED LEARNING DALAM MEMBENTUK KETERAMPILAN BERPIKIR KRITIS SISWA (Journal of Innovative Science Education, 2015)
Perangkat pembelajaran yang sistematis dikembangkan oleh guru untuk mencapai kompetensi siswa dalam IPA terkait dengan penguasaan literasi sains. Penelitian ini bertujuan mengembangkan perangkat pembelajaran literasi sains berbasis problem based learning untuk menumbuhkan keterampilan berpikir kritis siswa. Perangkat pembelajaran dikembangkan atas dasar analisis kebutuhan dan studi pustaka. Uji lapangan skala kecil dilaksanakan pada sepuluh siswa yang pernah mengambil materi lingkungan. Ujicoba lapangan digunakan untuk menggeneralisasi hasil pengembangan, dan diimplementasikan pada kelas X IPA 1 sebagai kelas eksperimen dan kelas X IPA 2 sebagai kelas kontrol. Validitas produk dinilai oleh pakar, dosen, dan guru. Silabus, RPP, dan bahan ajar masing-masing memiliki rerata (4,10; 4,20; 4,40) diklasifikasikan sangat valid. Uji t menunjukkan bahwa nilai rata-rata kelas kelas eksperimen berbeda nyata dengan kelas kontrol thitung (6,621) > ttabel (0,312). Lebih dari 72,8% siswa memberikan respon positif terhadap angket kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa perangkat pembelajaran literasi sains berbasis Problem Based Learning sangat valid, layak digunakan dan berpengaruh terhadap keterampilan berpikir kritis siswa. A systematic science lesson plan is usually developed by teachers to achieve students competencies in science, which is strongly related to the implementation of literacy-based teaching. This research was aimed at developing biology lesson plan grounded in problem-based learning approaches and identifying the effect of the lesson plan on studentsâ€™ critical thinking. The lesson plan was developed on the basis of needs analysis and particular literature reviews. Small-scale field test was implemented on ten students who already took environment subjects. Field-testing was used to generalize findings, and implemented on MIA 1 and MIA 2 as treated and control groups. Validity of the products was assessed by experts from university teachers of Unnes Semarang. Sylabus, lesson plan, and learning materials were classified as â€œhigly validâ€ (4.10; 4.20; 4.40) respectively. The t-test indicated that average scores of control and treated groups were significantly different one another tvalue (6.621) > ttable (0.312). More than 72.8% of students gave positive responses to the critical thinking skills questionaires. The findings showed that science lesson plan grounded in problem-based learning was valid and could be used to encourage critical thinking skills in science teaching.Perangkat pembelajaran yang sistematis dikembangkan oleh guru untuk mencapai kompetensi siswa dalam IPA terkait dengan penguasaan literasi sains. Penelitian ini bertujuan mengembangkan perangkat pembelajaran literasi sains berbasis problem based learning untuk menumbuhkan keterampilan berpikir kritis siswa. Perangkat pembelajaran dikembangkan atas dasar analisis kebutuhan dan studi pustaka. Uji lapangan skala kecil dilaksanakan pada sepuluh siswa yang pernah mengambil materi lingkungan. Ujicoba lapangan digunakan untuk menggeneralisasi hasil pengembangan, dan diimplementasikan pada kelas X IPA 1 sebagai kelas eksperimen dan kelas X IPA 2 sebagai kelas kontrol. Validitas produk dinilai oleh pakar, dosen, dan guru. Silabus, RPP, dan bahan ajar masing-masing memiliki rerata (4,10; 4,20; 4,40) diklasifikasikan sangat valid. Uji t menunjukkan bahwa nilai rata-rata kelas kelas eksperimen berbeda nyata dengan kelas kontrol thitung (6,621) > ttabel (0,312). Lebih dari 72,8% siswa memberikan respon positif terhadap angket kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa perangkat pembelajaran literasi sains berbasis Problem Based Learning sangat valid, layak digunakan dan berpengaruh terhadap keterampilan berpikir kritis siswa. Â  Abstract ___________________________________________________________________ A systematic science lesson plan is usually developed by teachers to achieve students competencies in science, which is strongly related to the implementation of literacy-based teaching. This research was aimed at developing biology lesson plan grounded in problem-based learning approaches and identifying the effect of the lesson plan on studentsâ€™ critical thinking. The lesson plan was developed on the basis of needs analysis and particular literature reviews. Small-scale field test was implemented on ten students who already took environment subjects. Field-testing was used to generalize findings, and implemented on MIA 1 and MIA 2 as treated and control groups. Validity of the products was assessed by experts from university teachers of Unnes Semarang. Sylabus, lesson plan, and learning materials were classified as â€œhigly validâ€ (4.10; 4.20; 4.40) respectively. The t-test indicated that average scores of control and treated groups were significantly different one another tvalue (6.621) > ttable (0.312). More than 72.8% of students gave positive responses to the critical thinking skills questionaires. The findings showed that science lesson plan grounded in problem-based learning was valid and could be used to encourage critical thinking skills in science teaching.