PENGARUH PEMBELAJARAN BIOLOGI MELALUI MODEL PROBLEM BASED LEARNING BERBASIS STRATEGI KNOW WANT LEARNED UNTUK MENINGKATKAN LITERASI SAINS DAN SELF EFFICACY

BERLIAN, AFILIA DAMAYANTI (2026) PENGARUH PEMBELAJARAN BIOLOGI MELALUI MODEL PROBLEM BASED LEARNING BERBASIS STRATEGI KNOW WANT LEARNED UNTUK MENINGKATKAN LITERASI SAINS DAN SELF EFFICACY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Rendahnya kemampuan literasi sains peserta didik Indonesia berdasarkan hasil PISA serta rendahnya self efficacy peserta didik menunjukkan bahwa peserta didik masih mengalami kesulitan dalam memahami konsep sains, memecahkan masalah, dan membangun kepercayaan diri dalam belajar. Kondisi tersebut menunjukkan perlunya pembelajaran yang mampu melibatkan peserta didik secara aktif melalui kegiatan pemecahan masalah dan mendorong keterlibatan peserta didik dalam proses pembelajaran. Model Problem Based Learning berbasis strategi Know Want Learned dipandang mampu mendukung peningkatan literasi sains dan self efficacy.Tujuan penelitian untuk menganalisis pengaruh dan kontribusi model Problem Based Learning berbasis strategi Know Want Learned terhadap literasi sains dan self efficacy peserta didik. Metode yang digunakan adalah weak experiment dengan desain one group pretest-posttest. Populasi terdiri atas peserta didik kelas X SMA IT Baitul Jannah. Dengan sampel kelas X dipilih menggunakan teknik cluster random sampling. Instrumen penelitian meliputi tes dan angket literasi sains angket dan observasi self efficacy, Analisis data mengunakan uji one sample t-test untuk mengetahui pengaruh serta uji koefisien determinasi untuk mengetahui seberapa besar kontribusi. Hasil penelitian menunjukkan bahwa indikator identitas sains menjadi indikator tertinggi pada dimensi literasi sains, sedangkan indikator level menjadi indiakator tertinggi pada dimensi self efficacy. Temuan penelitian menunjukkan bahwa penerapan problem based learning berbasis strategi know want learned mampu meningkatkan keterlibatan peserta didik dalam pemecahan masalah dan membangun kepercayaan diri selama proses pembelajaran. Penerapan pembelajaran juga menunjukkan pengaruh terhadap literasi sains dan self efficacy peserta didik dengan nilai 0,000< 0,05. Serta memebrikan kontribusi terhadap literasi sains sebesar (R2 = 0,312 ). dan self efficacy sebesar(R2 = 0,323). ABSTRRACT Science literacy and self-efficacy are two important aspects in biology learning that support students' ability to understand scientific phenomena and build confidence in solving problems. Preliminary research results show that students still experience difficulties in explaining phenomena contextually, interpreting data, and relating concepts to everyday life. In addition, students also show a level of confidence that is not yet optimal in expressing opinions and completing problem-based assignments. This condition requires the implementation of a learning model that encourages active engagement and systematic learning reflection. The problem-based learning (PBL) model assisted by the Know, Want, Learned (KWL) strategy is chosen because it facilitates students in identifying prior knowledge, formulating questions, and reflecting on learning outcomes. This study aims to analyze the influence and contribution of the problem-based learning model assisted by the know-want-learned strategy on scientific literacy and selfefficacy. The method used is quantitative with a weak experimental design of the onegroup pretest posttest type, and the research sample was determined by cluster random sampling. Data collection was carried out through scientific literacy tests, science identity questionnaires, self-efficacy questionnaires using a Likert scale, and observation sheets for the implementation of learning. The research results show that there is an effect of the problembased learning model assisted by the know-want-learned strategy on students' science literacy with a significance value of 0.000 < 0.05. There is an effect of the problem-based learning model assisted by the knowwant-learned strategy on students' self-efficacy with a significance value of 0.000 < 0.05. There is a contribution of the problem-based learning model assisted by the know-want-learned strategy to students' science literacy (R² = 31.27). There is a contribution of the problem-based learning model assisted by the know-want-learned strategy to students' self-efficacy (R² = 32.33)

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