PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING - READING QUESTIONING ANSWERING (PBLRQA) BERBASIS MULTIPLE REPRESENTATION TERHADAP LITERASI SAINS

DIAN, MIFTAHUL HUSNA (2025) PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING - READING QUESTIONING ANSWERING (PBLRQA) BERBASIS MULTIPLE REPRESENTATION TERHADAP LITERASI SAINS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Literasi sains merupakan keterampilan esensial abad ke-21, namun hasil studi pendahuluan di SMA N 2 Sekampung menunjukkan bahwa model pembelajaran yang digunakan belum mampu meningkatkan literasi sains peserta didik. Selain itu, guru biologi juga belum familiar dengan model pembelajaran inovatif seperti Prolem Based Learning-Reading Questioning and Answering berbasis Multiple Representation, sehingga pemahaman Oleh karena itu, penelitian ini dilakukan untuk menawarkan aternatif model pembelajaran yang dapat meningkatkan literasi sains. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Problem Based Learning-Reading Questioning and Answering berbasis Multiple Representation terhadap literasi sains peserta didik kelas XI SMA N 2 Sekampung, Lampung Timur. Metode yang digunakan adalah weak eksperimen dengan desaign pretest postest control. Sampel terdiri dari tiga kelas yaitu XI F3 sebagai kelas penelitian 1, XI F7 sebagai kelas penelitian 2, dan XI F8 sebagai kelas penelitian 3, yang masing-masing berjumlah 30 peserta didik. Teknik pengambilan sampel menggunakan cluster random sampling. Teknik pengumpulan data menggunakan instrumen tes multiple choice literasi sains dan angket sikap ilmiah yang telah melalui rangkaian uji prasyarat analisis sehingga instrumen layak untuk digunakan. Teknik analisis data menggunakan Uji Paired Sample T-est, dilakukan pada setiap kelas. Hasil penelitian menunjukkan bahwa penerapan Model Problem Based Learning –Reading Questioning and Answering berbasis Multiple Representation berpengaruh signifikan terhadap literasi sains, dengan nilai signifikasi 0,000 < 0,05 (α). Dengan demikian, model ini dapat dijadikan alternatif pembelajaran yang efektif untuk meningkatkan literasi sains serta mendukung pengembangan kualitas pembelajaran biologi di sekolah. Kata kunci: Sel dan Transport Membran, Literasi Sains, Model Problem Based Learning –Reading Questioning and Answering, Multiple Representation, Biologi. iii ABSTRCT Scientific literacy is an essential 21 st-century skill; however, a preliminary study at SMA N 2 Sekampung revealed that the learning model applied has not been able to improve it. In addition, biology teachers were not yet familiar with innovative models such as Problem Based Learning-Reading Questioning and Answering based on Multiple Representation, which may hinder students’ ability to understand biological concepts in depth and in an applied manner. Therefore, this study was conducted to offer an alternative learning model that is expected to enhance scientific literacy. This study aims to analyze the effect of the Problem Based Learning–Reading Questioning and Answering model based on Multiple Representation on the scientific literacy of grade XI students at SMA N 2 Sekampung, East Lampung. The research employed a weak experimental method with a pretest–posttest control desaign. The sample consisted of three classes: XI F3 as the first experimental class, XI F7 as the second experimental class, XI F8 as the third experiemental class, each comprising 30 students. The sampling technique used was cluster random sampling. Data were collected using a multiple-choice scientific literacy test and a scientific attitudes questionnaire, both of which had undergone prerequisite test and were declared valid and reliable. Data analysis was carried out using the Paired Sample T-test, conducted separately for each class. The results showed that the implementation of the Problem Based Learning–Reading Questioning and Answering model based on Multiple Representation had a significant effect on scientific literacy, with a significance value of 0.000 < 0.05 (α). Thuse, this model can be considered an effective alternative to improve student’s scientific literacy and contribute to enhancing the quality of biology learning in schools. Keywords: Cell and Membrane Transport, Scientific Literacy, Problem Based Learning–Reading Questioning and Answering, Multiple Representation, Biology.

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