ANALISIS KEMAMPUAN LITERASI SAINS SISWA KELAS X DENGAN MODEL PEMBELAJARAN SELF DIRECTED LEARNING PADA MATERI PERUBAHAN LINGKUNGAN

ANA, PERMANA (2025) ANALISIS KEMAMPUAN LITERASI SAINS SISWA KELAS X DENGAN MODEL PEMBELAJARAN SELF DIRECTED LEARNING PADA MATERI PERUBAHAN LINGKUNGAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk menganalisis kemampuan literasi sains siswa kelas X SMAN 7 Bandar Lampung pada materi perubahan lingkungan dengan menggunakan model pembelajaran Self Directed Learning serta membandingkannya dengan model Discovery Learning. Penelitian ini menggunakan jenis penelitian mix metode antara kuantitatif dan kualitatif. Subjek penelitian terdiri atas dua kelas, yaitu kelas eksperimen yang menggunakan model Self Directed Learning dan kelas kontrol yang menggunakan model Discovery Learning. Analisis data dilakukan melalui uji normalitas, uji homogenitas, dan uji ANOVA untuk mengetahui perbedaan hasil antar kelompok. Hasil penelitian menunjukkan bahwa kemampuan literasi sains siswa di kelas eksperimen yang menggunakan Self Directed Learning berada pada kategori tinggi, ditunjukkan dengan keterlibatan aktif siswa dalam merumuskan masalah, mencari informasi dari berbagai sumber, dan mengaitkan konsep Biologi dengan fenomena nyata. Sebaliknya, kemampuan literasi sains pada kelas kontrol yang menggunakan Discovery Learning berada pada kategori sedang. Hasil uji ANOVA memperlihatkan adanya perbedaan signifikan antara kedua kelompok, dengan nilai signifikansi < 0,05, sehingga dapat disimpulkan bahwa penerapan Self Directed Learning lebih efektif dibandingkan Discovery Learning dalam meningkatkan kemampuan literasi sains siswa. Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa Self Directed Learning memberikan kontribusi yang lebih besar terhadap peningkatan literasi sains karena mendorong kemandirian, dan keterampilan berpikir kritis siswa. Kata Kunci: Literasi Sains, Perubahan Lingkungan, Self Directed Learning. ii ABSTRACT This study aims to analyze the scientific literacy skills of tenth-grade students at SMAN 7 Bandar Lampung on the topic of environmental change using the Self Directed Learning model and to compare them with the Discovery Learning model. This research employed a mixed-methods design, combining quantitative and qualitative approaches. The research subjects consisted of two classes: the experimental class, which applied the Self Directed Learning model, and the control class, which applied the Discovery Learning model. Data were analyzed through normality tests, homogeneity tests, and ANOVA to determine differences between groups. The results of the study show that the scientific literacy skills of students in the experimental class using Self Directed Learning were categorized as high, as indicated by their active involvement in formulating problems, searching for information from various sources, and linking biological concepts with real-life phenomena. In contrast, the scientific literacy skills of students in the control class using Discovery Learning were categorized as moderate. The results of the ANOVA test revealed significant differences between the two groups, with a significance value of < 0.05, indicating that Self Directed Learning is more effective than Discovery Learning in improving students’ scientific literacy skills. Based on these findings, it can be concluded that Self Directed Learning contributes more significantly to the enhancement of scientific literacy because it fosters independence, intrinsic motivation, and critical thinking skills in students. Keywords: Environmental Change, Scientific Literacy , Self Directed Learning.

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