PENGARUH MODEL MULTILITERASI BERBASIS EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) TERHADAP COMPUTATIONAL THINKING

LULUK, NUR FITRIAH FADILA (2026) PENGARUH MODEL MULTILITERASI BERBASIS EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) TERHADAP COMPUTATIONAL THINKING. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan computational thinking peserta didik kelas X dalam memecahkan masalah lingkungan secara sistematis akibat pembelajaran yang masih berpusat pada guru. Penelitian ini bertujuan mengetahui pengaruh model Multiliterasi berbasis Education for Sustainable Development terhadap kemampuan computational thinking peserta didik pada materi perubahan lingkungan. Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan eksperimen (quasi-experiment) menggunakan desain Pretest-Posttest Control Group Design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas X SMA Negeri 6 Bandar Lampung. Teknik pengambilan sampel menggunakan Cluster Random Sampling, sehingga terpilih kelas X.3 (n=32) sebagai kelas eksperimen yang diterapkan model Multiliterasi berbasis ESD, dan kelas X.6 (n=32) sebagai kelas kontrol yang diterapkan model Problem-Based Learning. Teknik pengambilan data menggunakan instrumen tes essay yang telah diuji validitas dan reliabilitasnya berdasarkan indikator computational thinking yaitu, Dekomposisi, Abstraksi, Pengenalan Pola dan Algoritma. Teknik analisis data menggunakan uji statistik parametrik yaitu Independent Sample TTest. Hasil penelitian menunjukkan bahwa uji Independent Sample TTest memperoleh nilai signifikansi (Sig. 2-tailed) sebesar 0,000. Karena nilai signifikansi < α 0,05, maka H1 diterima dan H0 ditolak. Hal ini membuktikan bahwa terdapat pengaruh yang signifikan dari penerapan model pembelajaran Multiliterasi berbasis Education for Sustainable Development terhadap kemampuan computational thinking di SMA Negeri 6 Bandar Lampung. Model ini efektif melatih computational thinking peserta didik dalam mengenali pola hubungan sebab-akibat masalah lingkungan serta merancang solusi keberlanjutan yang terstruktur. ABSTRACT This study was motivated by the low computational thinking skills of Grade X students in systematically solving environmental problems, a result of instruction that remained teacher-centered. The study aimed to determine the effect of an Education for Sustainable Development (ESD)-based Multiliteracy model on students' computational thinking skills regarding the topic of environmental change. A quantitative research method with a quasi-experimental approach was employed, utilizing a Pretest-Posttest Control Group Design. The study population consisted of all Grade X students at SMA Negeri 6 Bandar Lampung. Cluster Random Sampling was used to select the classes: Class X.3 (n=32) served as the experimental group (implementing the ESD-based Multiliteracy model), and Class X.6 (n=32) served as the control group (implementing the ProblemBased Learning model). Data were collected using an essay test instrument, the validity and reliability of which were verified based on computational thinking indicators: decomposition, abstraction, pattern recognition, and algorithms. Data analysis was conducted using a parametric statistical test, specifically the Independent Sample T-Test. The results showed that the Independent Sample T-Test yielded a significance value (Sig. 2-tailed) of 0.000. Since the significance value was less than α = 0.05, H1 was accepted and H0 was rejected. This demonstrates that the implementation of the ESD-based Multiliteracy learning model had a significant effect on the computational thinking skills at SMA Negeri 6 Bandar Lampung. The model proved effective in training students' computational thinking by enabling them to recognize cause-and-effect patterns in environmental issues and design structured, sustainable solutions

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