Pengaruh Model PBL Dengan Strategi Metakognitif Untuk Meningkatkan Keterampilan Literasi Sains Dan Self-Regulation Murid SMA
Keywords:
model Problem Based Learning (PBL), Strategi Metakognitif, Literasi sains, self regulationAbstract
Rendahnya keterampilan literasi sains dan kemampuan regulasi diri murid menjadi permasalahan yang masih banyak ditemukan dalam pembelajaran fisika di Indonesia. Kondisi ini dipicu oleh pendekatan pembelajaran yang masih berorientasi hafalan dan berpusat pada guru, sehingga murid kurang mendapat ruang untuk berpikir kritis, mengeksplorasi pengetahuan, dan mengembangkan kesadaran terhadap proses berpikirnya sendiri. Penelitian ini bertujuan menganalisis pengaruh penerapan model Pembelajaran Berbasis Masalah yang dipadukan dengan strategi metakognitif terhadap peningkatan keterampilan literasi sains dan self-regulation murid pada materi gerak parabola. Penelitian menggunakan metode kuasi-eksperimen dengan desain pre-test pos-test control group dengan 59 murid kelas X MA Unggul Sabira sebagai sampel penelitian. Metode penelitian melalui metode observasi dan tes dengan instrumen yang telah divalidasi secara teoritis dan empiris. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran memperoleh persentase 94% dengan kategori sangat baik, kelas eksperimen yang menerapkan model PBL dengan strategi metakognitif mengalami peningkatan keterampilan literasi sains dan self-regulation dengan nilai N-gain masing-masing 0,59 dan 0,64 yang termasuk dalam kategori sedang, kelas kontrol memperoleh nilai N-gain 0,41 untuk keterampilan literasi sains dan 0,38 untuk keterampilan self-regulation. Hal ini menunjukkan bahwa keterampilan literasi sains dan self-regulation murid meningkat secara signifikan setelah diberi perlakuan pembelajaran model PBL dengan strategi metakognitif. Dengan demikian penerapan PBL dengan strategi metakognitif terbukti efektif dibandingkan PBL murni dalam meningkatkan keterampilan literasi sains dan self-regulation murid pada materi gerak parabola
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