PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN LITERASI SAINS SISWA PADA MATERI KEANEKAARAGAMAN HAYATI KELAS X SMA

DERA, EMBUN CAHAYANI (2026) PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN LITERASI SAINS SISWA PADA MATERI KEANEKAARAGAMAN HAYATI KELAS X SMA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Berdasarkan hasil pra penelitian yang telah dilakukan peneliti di MA Mathla'ul Anwar, kedondong pesawaran. Dengan menggunakan model pembelajaran problem based learning pada materi keanekaragaman hayati kelas X MA Mathla'ul Anwar kedondong.analisis deskriptif literasi sains Diketahui nilai rata-rata keterampilan proses sains 79>75. Ini menunjukkan bahwa ada potensi bahwa perlakuan dalam kelompok eksperimen mungkin memberikan dampak positif terhadap kemampuan literasi sains dibandingkan dengan kelompok kontrol. Dan analisis deskriptif keanekaragaman hayati diketahui nilai rata-rata hasil belajar 81,16 > 80,12. Dapat disimpulkan bahwa rata-rata hasil belajar kelas eksperimen lebih tinggi dari pada kelas kontrol. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran problem based learning terhadap kemampuan literasi sains peserta didik pada materi keanekaragaman hayati kelas X MA Mathla'ul Anwar kedondong. Penelitian ini adalah penelitian kuantitatif dengan metode Quasy eksperimental design. Dengan desain penelitian pretest- posttest Nonequivalent Control Group Design. Teknik analisis data menggunakan Independent Samples Test. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan model pembelajaran problem based learning dan literasi sains peserta didik 0,026 < 0,05 dan nilai signifikansi problem based learning dan keanekaragaman Hayati peserta didik 0,286 < 0,05. Kesimpulannya metode pembelajaran problem based learning tidak memiliki pengaruh yang signifikan dengan keanekaragaman Hayati. Sedangkan problem based learning memiliki pengaruh yang signifikan terhadap literasi sains peserta didik. ABSTRAK Based on preliminary research conducted at MA Mathla'ul Anwar, Kedondong, Pesawaran, involving the use of the Problem-Based Learning (PBL) model for the biodiversity topic in Grade X, a descriptive analysis of scientific literacy revealed an average science process skill score of 79 (exceeding the threshold of 75). This suggests that the intervention in the experimental group potentially had a positive impact on scientific literacy compared to the control group. Additionally, a descriptive analysis regarding the biodiversity topic showed an average learning outcome score of 81.16 (compared to 80.12 in the control group), leading to the conclusion that the average learning outcome in the experimental class was higher than that of the control class. This study aimed to determine the effect of the ProblemBased Learning model on students' scientific literacy regarding the biodiversity topic in Grade X at MA Mathla'ul Anwar, Kedondong. It was a quantitative study employing a quasi-experimental design— specifically, a pretest-posttest nonequivalent control group design. Data analysis was performed using the Independent Samples Test. The results indicated a significant effect of the Problem-Based Learning model on students' scientific literacy (p = 0.026 < 0.05), whereas the significance value regarding biodiversity outcomes was 0.286 > 0.05. In conclusion, the Problem-Based Learning method did not have a significant effect on biodiversity learning outcomes, but it did have a significant effect on students' scientific literacy.

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