Implementasi Pembelajaran IBSC (Investigation Based Science Collaborative) untuk Meningkatkan Literasi Sains Siswa

Abstract

Science literacy in Indonesia is still low based on PISA results, so learning innovations such as the IBSC model of collaborative inquiry are needed to train students' scientific thinking, communication, and collaboration skills. This study aims to analyze the effect of implementing the ecosystem-based Investigation Based Science Collaborative (IBSC) learning model on improving junior high school students' science literacy in food chain and food web material. This study used a quantitative approach with a pre-experimental one-group pretest-posttest design, conducted at SMP Negeri 32 Surabaya in class VII-C with 30 students as samples. The instruments included an observation sheet on the implementation of learning, a science literacy test (pretest-posttest), and a student response questionnaire. Data analysis used the Shapiro-Wilk normality test, Wilcoxon test, N-gain, and descriptive analysis. The results showed that the implementation of IBSC learning was very good, with a percentage of 95.63% in the first meeting and 97.22% in the second meeting. Students' science literacy increased significantly (sig. <0.001), with an average N-gain score of 0.72 (high category), where 68% of students reached the high category and 32% reached the medium category. Improvements were seen in the indicators of explaining scientific phenomena (N-gain 0.69), developing investigation plans (N-gain 0.83), and interpreting data/evidence (N-gain 0.73). Students' responses to active and collaborative learning were highly positive (>85%). In conclusion, the ecosystem-based IBSC model effectively improves students' science literacy through an investigative and collaborative approach, which is applied to the development of meaningful and contextual science learning. This study recommends the sustainability of the IBSC model with a focus on data analysis and expansion of research subjects.Literasi sains di Indonesia masih rendah berdasarkan hasil PISA, sehingga diperlukan inovasi pembelajaran seperti model IBSC yang menyelidiki kolaboratif untuk melatih keterampilan berpikir ilmiah, komunikasi, dan kolaborasi siswa. Penelitian ini bertujuan untuk menganalisis pengaruh implementasi model pembelajaran Investigation Based Science Collaborative (IBSC) berbasis ekosistem terhadap peningkatan literasi sains siswa SMP pada materi rantai makanan dan jaring-jaring makanan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-experimental one group pretest-posttest design, dilaksanakan di SMP Negeri 32 Surabaya pada kelas VII-C dengan 30 siswa sebagai sampel. Instrumen meliputi lembar observasi keterlaksanaan pembelajaran, tes literasi sains (pretest-posttest), dan angket respon siswa. Analisis data menggunakan uji normalitas Shapiro-Wilk, uji Wilcoxon, N-gain, dan analisis deskriptif. Hasil penelitian menunjukkan keterlaksanaan pembelajaran IBSC sangat baik dengan presentase 95,63% pada pertemuan pertama dan 97,22% pada pertemuan kedua. Literasi sains siswa meningkat signifikan (sig. <0,001), dengan skor N-gain rata-rata 0,72 (kategori tinggi), dimana 68% siswa mencapai kategori tinggi dan 32% sedang. Peningkatan terlihat pada indikator menjelaskan fenomena ilmiah (N-gain 0,69), menyusun rencana penyelidikan (N-gain 0,83), dan menginterpretasikan data/bukti (N-gain 0,73). Respon siswa positif tinggi (>85%) terhadap pembelajaran aktif dan kolaboratif. Kesimpulannya, model IBSC berbasis ekosistem efektif meningkatkan literasi sains siswa melalui pendekatan investigatif dan kolaboratif, yang diterapkan untuk pengembangan pembelajaran IPA yang bermakna dan kontekstual. Penelitian ini mendukung prinsip keberlanjutan model IBSC dengan penguatan analisis pada data dan perluasan subjek penelitian.