PENERAPAN SIMULASI VIRTUAL TERHADAP KEMAMPUAN LITERASI SAINS SISWA SMA PADA MATERI PERUBAHAN LINGKUNGAN - Irna Suci Ramadhanti, - (2022)
Penelitian ini bertujuan untuk memperoleh informasi mengenai hasil analisis pengaruh penerapan simulasi virtual terhadap kemampuan literasi sains siswa SMA pada materi perubahan lingkungan. Penelitian ini merupakan penelitian kuantitatif dengan desain penelitian one group pretest-posttest design. Populasi dalam penelitian ini adalah seluruh siswa kelas X MIPA di salah satu SMA di Bandung, dengan sampel salah satu kelas di sekolah tersebut. Kemampuan literasi sains aspek kognitif diukur menggunakan SLA-Demonstrated (SLA-D), sedangkan aspek afektif diukur menggunakan SLA-Motivation and Beliefs (SLA-MB). Masing-masing instrumen diberikan kepada siswa sebelum dan setelah perlakuan. Hasil penelitian menunjukkan bahwa penerapan simulasi virtual kurang dapat membantu meningkatkan kemampuan literasi sains siswa secara signifikan, baik terhadap aspek kognitif maupun aspek afektif. Pada aspek kognitif, terdapat perbedaan yang signifikan antara nilai pretest dan posttest berdasarkan hasil perhitungan uji beda rata-rata dengan kategori peningkatan yang tergolong ke dalam kriteria sedang. Berbeda dari aspek kognitif, tidak terdapat perbedaan yang signifikan antara nilai pretest dan posttest berdasarkan hasil perhitungan uji beda rata-rata dengan kategori peningkatan yang tergolong ke dalam kriteria rendah. Meskipun terdapat hasil yang positif pada aspek kognitif, penerapan simulasi virtual tidak menunjukkan adanya efek positif terhadap ketuntasan belajar siswa secara keseluruhan. This studied aims to obtain information about the results of the analysis of the effect of applying virtual simulations on the scientific literacy skills of high school students on the environmental change topics. This researched was a quantitative researched with one group pretest-posttest researched design. The population in this studied was all students of class X MIPA in one high school in Bandung, with a sample of one class at that school. Cognitive scientific literacy ability was measured used SLA-Demonstrated (SLA-D), while affective aspects was measured used SLA-Motivation and Beliefs (SLA-MB). Each instrument was given to students before and after treatment. The results showed that the application of virtual simulations was not able to significantly improved students' scientific literacy skills, both in terms of cognitive and affective aspects. In the cognitive aspect, there was a significant difference between the pretest and posttest values based on the results of the calculation of the average difference test with the improvement category belonging to the moderate criteria. Different from the cognitive aspect, there was no significant difference between the pretest and posttest values based on the results of the calculation of the average difference test with the improvement category belonging to the low criteria. Although there were positive results in the cognitive aspect, the application of virtual simulations did not showed a positive effect on overall student learned mastery.