PENERAPAN MODEL PROJECT BASED LEARNING (PjBL) DENGAN PENDEKATAN SCIENCE TECHNOLOGY SOCIETY ENVIRONMENT (STSE) UNTUK MENINGKATKAN LITERASI SAINS SISWA SMP PADA TEMA ENERGI ALTERNATIF BIOGAS - Saputra, Merdi (2016)
Penelitian ini bertujuan untuk memperoleh gambaranpeningkatan literasi sains siswa aspek pengetahuan sains, proses sains dan sikap sains melaluianalisis penerapanmodel PjBL dengan pendekatan STSE pada pembelajaran IPA terpadu kelas VII di salah satu SMPN di Kabupaten Tulang Bawang Barat. Penelitian ini menggunakan metode kuasi eksperimen dengan desain penelitianrandomized control group pretest-posttest design. Teknik pengambilan sampel menggunakan cluster random samplingsehingga diperoleh dua kelas berjumlah 52 siswa. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran model PjBL dengan pendekatan STSE hampir seluruhnya terlaksana sesuai dengan RPP dan masuk dalam kategori sangat baik. Berdasarkan uji beda rata-rata, hasil penelitian menunjukkan bahwa penerapan pembelajaran model PjBL dengan pendekatan STSE secara signifikan lebih meningkatkan literasi sains siswa baik aspek pengetahuan sains, proses sains, dan sikap sainsdibandingkan dengan pembelajaran melalui pendekatan saintifik. Selain itu, sebagianbesar siswa menyatakan respon positif terhadap penerapan pembelajran model PjBL dengan pendekatan STSE pada pembelajaran IPA tema energi alternatif biogas.;--- This research aims to determine the depiction of students' scientific literacy improvement particularly in the knowledge, science process and attitude toward science aspects, through analizing the implementation of a project-based learning model with science technology society environment approach in the integrated science instruction of a middle school at the Tulang Bawang Barat Regency. A cluster random sampling technique was used to involve 52 seventh-year students divided into two groups in the quasi experimental research method with the randomized control group pretest posttest design. The results showed that the implementation of project-based learning model with science technology society environment approach was almost entirely done in accordance with the lesson plan and got best category. Based on the mean difference test, findings showed that students who had project-based learning model with science technology society environment approach demonstrated significantly higher improvement on the knowledge, science process and attitude toward science aspects of scientific literacy, compared to those who had a learning with scientific approach. Most of the students also gave positive responses toward the implementation of a project-based learning model with science technology society environment approach in the integrated science instruction with biogas alternative energy theme.