Pengaruh Discovery Learning Berbantuan Articulate Storyline 3 terhadap Literasi Kimia Berorientasi HOTS dan Motivasi Siswa pada Materi Asam Basa - Rianty, Suci; Simorangkir, Murniaty (Lembaga Penelitian dan Pemberdayaan Masyarakat, 2026)
Penelitian ini bertujuan menganalisis pengaruh model discovery learning berbantuan Articulate Storyline 3 terhadap peningkatan literasi kimia berorientasi higher order thinking skills (HOTS) dan motivasi belajar siswa pada materi asam basa, serta hubungan antara motivasi belajar dan kemampuan literasi kimia tersebut. Penelitian menggunakan metode eksperimen semu dengan desain pretest-posttest control group. Sampel terdiri atas kelas XI F1 D sebagai kelas eksperimen berjumlah 28 siswa dan kelas XI F1 B sebagai kelas kontrol berjumlah 32 siswa di MAN 2 Model Medan. Kelas eksperimen dibelajarkan dengan discovery learning berbantuan Articulate Storyline 3, sedangkan kelas kontrol menggunakan pembelajaran konvensional berbantuan media yang sama. Instrumen penelitian meliputi 20 soal pilihan ganda literasi kimia berorientasi HOTS dan angket motivasi belajar. Data dianalisis menggunakan N-gain, uji normalitas Shapiro-Wilk, uji homogenitas Levene, uji-t pihak kanan, analisis deskriptif, dan korelasi product moment. Hasil menunjukkan N-gain kelas eksperimen sebesar 0,77 atau 77%, lebih tinggi daripada kelas kontrol sebesar 0,45 atau 45%. Uji-t menunjukkan thitung > ttabel (7,437 > 1,671), sehingga Ha diterima. Motivasi kelas eksperimen mencapai 83,42% dan kelas kontrol 74,71%. Korelasi menunjukkan rhitung > rtabel (0,409 > 0,374), dengan kontribusi motivasi sebesar 16% terhadap literasi kimia HOTS. Temuan ini menegaskan efektivitas model dalam pembelajaran kimia berbasis aktivitas penemuan siswa. The Effect of Discovery Learning Assisted by Articulate Storyline 3 on Students’ HOTS-Oriented Chemical Literacy and Motivation in Acid-Base Learning This study aimed to analyze the effect of Discovery Learning assisted by Articulate Storyline 3 on students’ higher-order thinking skills (HOTS)-oriented chemical literacy and learning motivation in acid-base learning, and the relationship between learning motivation and HOTS-oriented chemical literacy. This quasi-experimental study used a pretest-posttest control group design. The sample consisted of 28 students in class XI F1 D and 32 students in class XI F1 B as control group at MAN 2 Model Medan. The experimental group was taught through Discovery Learning assisted by Articulate Storyline 3, while the control group received conventional instruction assisted by the same media. The instruments included 20 multiple-choice HOTS-oriented chemical literacy items and a learning motivation questionnaire. Data were analyzed using N-gain, the Shapiro-Wilk normality test, Levene’s homogeneity test, a right-tailed t-test, descriptive analysis, and product-moment correlation. The results showed that the experimental group obtained an N-gain of 0.77 or 77%, higher than the control group’s 0.45 or 45%. The t-test indicated that tcount > ttable (7.437 > 1.671), so Ha was accepted. The experimental group’s motivation reached 83.42%, while the control group reached 74.71%. Correlation analysis showed rcount > rtable (0.409 > 0.374), with learning motivation contributing 16% to HOTS-oriented chemical literacy