PEMETAAN LITERASI SAINS DAN PENGENALAN PEMBELAJARAN IPA KONTEKSTUAL BAGI SANTRI PESANTREN - S. Hafidhawati Andarias; Dyah Pramesthi Isyana Ardyati; Jumiati Jumiati; Arlin Syahrul; Iin Nur Awatip (JMM (Jurnal Masyarakat Mandiri), 2026)
Abstrak: Terbatasnya pengalaman pembelajaran IPA di pesantren menyebabkan perlunya pemetaan kemampuan awal literasi sains sebagai dasar penyusunan pembelajaran yang sesuai dengan kebutuhan peserta. Kegiatan pengabdian ini bertujuan memetakan literasi sains dan memperkenalkan pembelajaran IPA kontekstual kepada delapan santri di salah satu lembaga pendidikan Islam. Kegiatan dilaksanakan melalui pemetaan literasi sains, analisis hasil pemetaan sebagai needs assessment, perancangan dan pelaksanaan praktikum osmosis serta emulsifikasi, kemudian dievaluasi melalui observasi dan refleksi. Hasil pemetaan menunjukkan skor rata-rata kemampuan menjelaskan fenomena ilmiah sebesar 2,88 (sedang), mengevaluasi dan merancang penyelidikan sebesar 3,25 (baik), menafsirkan data dan bukti ilmiah sebesar 3,00 (sedang), serta literasi sains konseptual sebesar 4,25 (sangat baik). Berdasarkan hasil pemetaan tersebut, disusun pembelajaran IPA kontekstual yang sesuai dengan kebutuhan peserta. Hasil evaluasi menunjukkan sebagian besar santri berpartisipasi aktif selama pembelajaran dan mampu menghubungkan hasil pengamatan praktikum dengan konsep IPA yang dipelajari. Luaran kegiatan berupa tersusunnya profil literasi sains peserta sebagai dasar penyusunan pembelajaran IPA kontekstual yang sesuai dengan kebutuhan belajar santri.Abstract: Limited exposure to science learning in Islamic boarding schools highlights the need to assess participants’ initial scientific literacy as a basis for designing learning activities that address their learning needs. This community service program aimed to map scientific literacy and introduce contextual science learning to eight students at an Islamic educational institution. The program was conducted through scientific literacy assessment, analysis of the assessment results as a needs assessment, the design and implementation of contextual science learning through osmosis and emulsification experiments, followed by evaluation using observation and reflective discussion. The assessment revealed mean scores of 2.88 (moderate) for explaining scientific phenomena, 3.25 (good) for evaluating and designing scientific investigations, 3.00 (moderate) for interpreting data and scientific evidence, and 4.25 (very good) for conceptual scientific literacy. Based on these findings, a contextual science learning program was designed to address the participants’ learning needs. The evaluation indicated that most participants actively engaged in the learning activities and were able to relate their practical observations to the scientific concepts being learned. The primary outcome of the program was the development of a scientific literacy profile that served as the basis for designing contextual science learning tailored to the participants’ learning needs.