Pengaruh Model Problem-Based Learning Berbantuan LKPD Multirepresentasi Terhadap Keterampilan Argumentasi Ilmiah Siswa SMP Pada Pembelajaran IPA

Abstract

Penelitian ini memiliki tujuan untuk mengkaji capaian keterampilan argumentasi ilmiah siswa sebelum dan setelah dilakukannya pembelajaran yang bermodel PBL disertai LKPD multirepresentasi, sekaligus menelaah pengaruh penerapan model tersebut terhadap keterampilan argumentasi ilmiah siswa SMP dalam pembelajaran IPA. Pendekatan pada penelitian ini yaitu kuantitatif menggunakan jenis quasi eksperimental berupa nonequivalent control group design. Data didapatkan melalui teknik tes dan non-tes; instrumen tes yakni soal argumentasi ilmiah, sedangkan instrumen non-tes meliputi wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa kemampuan argumentasi ilmiah siswa sebelum pembelajaran berada pada kategori lemah, dan meningkat menjadi kategori kuat setelah mendapatkan implementasi dari model PBL disertai LKPD multirepresentasi. Uji independent sample t-test menghasilkan nilai sig. (2-tailed) yakni 0,000 < 0,05, yang membuktikan bahwa penerapan model tersebut terhadap keterampilan argumentasi ilmiah memiliki pengaruh signifikan. Oleh karena itu, kesimpulannya bahwa model PBL berbantuan LKPD multirepresentasi secara signifikan mempengaruhi keterampilan argumentasi ilmiah bagi siswa SMP pada pembelajaran IPA, dari kategori lemah menjadi kategori kuat. Kata kunci : Bahan Ajar, E-LKPD berbasis SETS, Literasi SainsThis study aims to explore the level of students' scientific argumentation skills before and after learning with the PBL model accompanied by a multirepresentation worksheet, as well as examining the effect of the application of the model on the scientific argumentation skills of junior high school students in science learning. The approach in this research is quantitative using a quasi-experimental type in the form of nonequivalent control group design. Data were collected via test and non-test techniques; test instruments are scientific arguments, while non-test instruments include interviews, observations, and documentation. The results showed that students' scientific argumentation skills before learning were in the weak category, and increased to a strong category after implementation of the PBL model assisted by multirepresentation worksheets. The results of an independent sample t-test produces a sig value. (2-tailed) which is 0.000 < 0.05, which proves that the application of the model to scientific argumentation skills has a significant influence. Therefore, the conclusion is that the multirepresentation worksheet-assisted PBL model significantly affects the scientific argumentation skills for junior high school students in science learning, from the weak category to the strong category. Keywords: E-LKPD SETS-based, Science Literacy, Teaching Materials