PROGRAM PELATIHAN GURU DALAM PENGEMBANGAN PEMBELAJARAN IPA BERORIENTASI LITERASI SAINS DAN SEMIOTIK (PPGI-LSS) UNTUK MENINGKATKAN PROFESIONALITAS GURU - Indra Budiman, - (2023)
ABSTRAK Literasi sains merupakan kemampuan yang melibatkan analisis, evaluasi, dan pemahaman eksplanasi ilmiah yang mendasari fenomena alam dan proses-proses kompleks didalamnya. Eksplanasi ilmiah yang berkaitan dengan sains memiliki karakteristik linguistik yang memungkinkan penafsiran tentang pengetahuan, nilai, dan hakikat IPA. Penelitian ini bertujuan untuk menghasilkan program pelatihan guru dalam pengembangan pembelajaran IPA berorientasi literasi sains dan semiotik (PPGI-LSS) dalam peningkatan profesionalitas guru. Metodologi exploratory sequential mixed method, dengan instrumen wawancara, angket, rubrik penilaian kinerja, rubrik penilaian dokumen RPP, dan rubrik penilaian implementasi rancangan pembelajaran, digunakan untuk pengambilan data, yang akan dianalisis dengan pendekatan kualitatif berupa analisis tematik, dan pendekatan kuantitatif dengan uji statistik. Partisipan diambil dengan metode sampling convenience melibatkan 30 guru IPA SMP di Kabupaten Purwakarta, Jawa Barat. Hasil penelitian menunjukkan PPGI-LSS memiliki karakteristik berupa pendekatan eksplanasi ilmiah, berorientasi blended training dan lesson study, dapat meningkatkan kompetensi profesional guru. Hasil uji Wilcoxon Signed-Rank Test untuk satu sampel RPP menyatakan P-Value sebesar 0,028 < α = 0,05 artinya dokumen rancangan pembelajaran berorientasi literasi sains dan semiotik hasil pelatihan memiliki predikat baik, sedangkan sampel kinerja menyatakan P-Value sebesar 0,038 < α =0,05 artinya kinerja peserta pelatihan dalam mengikuti PPGI-LSS memiliki predikat baik. Penguasaan literasi sains peserta didik meningkat tanpa terpengaruh oleh banyak siklus pembelajaran dan letak geografis sekolah yang didukung hasil uji Friedman dengan P-Value sebesar 0,150 > α =0,05 artinya tidak terdapat perbedaan penguasaan literasi sains dalam tiga siklus pembelajaran baik di sekolah kota, tengah, dan terluar. Peserta didik belum mampu membuat eksplanasi ilmiah dengan lengkap. PPGI-LSS ini memiliki keunggulan dalam peningkatan profesionalitas guru, peguasaan literasi sains, dan pemanfaatan semiotik serta keterbatasannya adalah waktu dan sumber biaya, kesinambungan program dan dukungan stakeholder, serta motivasi dan keyakinan guru. Kata-kata kunci: Literasi sains, semiotik, pelatihan guru, profesionalitas guru. ABSTRACT Scientific literacy is an ability that involves the analysis, evaluation, and understanding of the scientific explanations underlying natural phenomena and complex processes in them. Science-related scientific interpretation has linguistic characteristics that allow interpretation of knowledge, values, and truths of IPA. This research aims to produce teacher training programmes in the development of learning IPA oriented scientific literacy and semiotics (PPGI-LSS) in the improvement of teacher professionalism. The methodology of exploratory sequential mixed methods, with interviews instruments, lifts, performance assessment sections, evaluation sections of RPP documents, and evaluation of implementation of learning plans, is used for data collection, which will be analyzed with a qualitative approach of thematic analysis, and a quantitative approach with statistical testing. The participants were taken using the convenience sampling method involving 30 junior high school science teachers in Purwakarta district, West Java. Research results show PPGI-LSS has characteristics of a scientific explanatory approach, based on blended training and lesson study, can improve the professional competence of teachers. The results of the Wilcoxon Signed-Rank Test for one sample of RPP indicated P-Value of 0.028 < α = 0.05 meaning that the documentation of the learning plan oriented to science literacy and semiotics the training results had good predicates, while the performance sample indicated a P-value of 0.038 < α= 0.05 means that the performance of the training participants in following PPGI-LSS had a good prediction. Students' science literacy increases without being affected by many learning cycles and geographical locations supported by the Friedman test results with a P-Value of 0.150 > α = 0.05, meaning that there is no difference in science literature in the three learning cycle both in the city, middle, and outer schools. This PPGI-LSS has advantages in improving teacher professionalism, science literacy, and semiotic utilization and its limitations are time and cost resources, program continuity and stakeholder support, as well as teacher motivation and confidence. Key words: Scientific literacy, semiotics, teacher training, teacher professionalism.