ANALISIS PROFIL TINGKAT PENALARAN ILMIAH PESERTA DIDIK KELAS X PADA MATERI KEANEKARAGAMAN HAYATI DI SMA NEGERI 5 BANDAR LAMPUNG

MESI, JASETIA (2025) ANALISIS PROFIL TINGKAT PENALARAN ILMIAH PESERTA DIDIK KELAS X PADA MATERI KEANEKARAGAMAN HAYATI DI SMA NEGERI 5 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penalaran ilmiah merupakan salah satu keterampilan berpikir kritis yang sangat penting dimiliki oleh peserta didik diabad 21. Penelitian ini bertujuan untuk menganalisis profil tingkat penalaran ilmiah siswa kelas X pada materi keanekaragaman hayati serta mengidentifikasi kendala yang dihadapi dalam pengembangannya. Metode yang digunakan adalah deskriptif kualitatif dengan subjek 66 siswa dari kelas X.E9 dan X.E10 di SMA Negeri 5 Bandar Lampung. Instrumen penelitian berupa tes esai berdasarkan enam indikator penalaran ilmiah menurut Lawson, dilengkapi wawancara dan dokumentasi. Hasil menunjukkan tingkat penalaran ilmiah siswa berada pada kategori “Baik” dengan skor rata-rata 67,33%. Indikator tertinggi adalah penalaran konservasi dan proporsional, sedangkan terendah adalah hipotesis-deduktif. Kendala utama meliputi rendahnya pemahaman konsep ilmiah, kurangnya pembiasaan berpikir analitis, dan keterbatasan fasilitas laboratorium. Kata Kunci: Indikator Lawson, Keanekaragaman Hayati, Pembelajaran Biologi, Penalaran Ilmiah iii ABSTRACT Scientific Reasoning is one of the critical thinking skills that is very important for student in the 21 st century. This study aims to analyze the scientific reasoning profile of Grade X students on biodiversity material and to identify the challenges faced in its development. The research used a qualitative descriptive approach involving 66 students from classes X.E9 and X.E10 at SMA Negeri 5 Bandar Lampung. Data were collected using essay-based tests aligned with Lawson’s six indicators of scientific reasoning, supported by interviews and documentation. The results showed that students’ scientific reasoning was categorized as “Good” with an average score of 67.33%. The highest achievement was in conservation and proportional reasoning, while the lowest was in hypothetical-deductive reasoning. The main challenges identified included limited understanding of scientific concepts, lack of analytical thinking habits, and insufficient laboratory facilities. Keywords: Lawson Indicators, Biodyversity, Biology Education, Scientific Reasoning

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