Pengaruh Model Problem Based Learning Berbasis Literasi Sains terhadap Keaktifan dan Hasil Belajar Siswa pada Materi Laju Reaksi - Gea, Imelda Febriani; Simorangkir, Murniaty (Reflection Journal, 2026)
Keaktifan dan hasil belajar siswa pada materi laju reaksi masih tergolong rendah yang diduga dipengaruhi oleh dominasi pembelajaran konvensional seperti ceramah, tanya jawab, dan penugasan. Penelitian ini bertujuan menganalisis pengaruh penerapan model Problem Based Learning berbasis literasi sains terhadap keaktifan serta hasil belajar siswa pada topik laju reaksi. Penelitian menggunakan pendekatan eksperimen semu dengan desain pretest-posttest control group design yang dilaksanakan di SMA Negeri 17 Medan. Sampel penelitian terdiri atas 36 siswa pada kelas eksperimen yang mengikuti pembelajaran PBL berbasis literasi sains serta 35 siswa pada kelas kontrol yang belajar melalui pembelajaran konvensional. Perlakuan diberikan selama empat pertemuan dengan alokasi waktu 2×45 menit setiap pertemuan. Hasil analisis menunjukkan bahwa rata-rata keaktifan siswa kelas eksperimen mencapai 85,38±5,71 lebih tinggi dibandingkan kelas kontrol sebesar 75,82±4,99. Nilai rata-rata hasil belajar pada kelas eksperimen meningkat dari 45,14 menjadi 84,31±5,23, sedangkan kelas kontrol meningkat dari 41,00 menjadi 76,86±6,31. Uji t satu pihak menunjukkan nilai thitung keaktifan sebesar 7,49 dan thitung hasil belajar sebesar 5,42, keduanya lebih besar daripada ttabel 1,99. Analisis N-Gain menunjukkan kategori tinggi pada kelas eksperimen (0,7) dan kategori sedang pada kelas kontrol (0,6). Uji korelasi juga menunjukkan hubungan positif antara keaktifan dan hasil belajar dengan kontribusi sebesar 48,58%. Temuan ini menegaskan efektivitas. The Effect of Scientific Literacy-Based Problem Based Learning Model on Student Activeness and Learning Outcomes on Reaction Rate Material. Student participation and learning outcomes in the topic of reaction rates remain relatively low, which is presumed to result from the dominance of conventional teaching approaches such as lectures, question–answer sessions, and assignments. This study aimed to analyze the effect of a science literacy–based Problem Based Learning (PBL) model on students’ participation and learning outcomes in reaction rate material. The study employed a quasi-experimental method with a pretest–posttest control group design conducted at SMA Negeri 17 Medan. The sample consisted of 36 students in the experimental class who were taught using the science literacy–based PBL model and 35 students in the control class who received conventional instruction. The treatment was implemented over four meetings, each lasting 2 × 45 minutes. The results indicated that the average participation score of students in the experimental class was 85.38 ± 5.71, which was higher than that of the control class at 75.82 ± 4.99. The average learning outcomes in the experimental class increased from 45.14 to 84.31 ± 5.23, while those in the control class improved from 41.00 to 76.86 ± 6.31. A one-tailed t-test showed that the calculated values for student participation (7.49) and learning outcomes (5.42) were greater than the t-table value of 1.99, indicating a significant effect. The N-Gain analysis revealed a high category for the experimental class (0.7) and a moderate category for the control class (0.6). Correlation analysis also showed a positive relationship between participation and learning outcomes with a contribution of 48.58%. These findings confirm the effectiveness of the science literacy–based PBL model in improving student participation and learning outcomes in reaction rate learning.