Pengaruh Model Pembelajaran Sains Teknologi Masyarakat (STM) Terhadap Literasi Sains Dalam Pembelajaran Fisika Ditinjau Dari Gaya Kognitif Siswa

Abstract

Tujuan penelitian ini adalah 1) Menganalisis perbedaan literasi sains siswa antara kelompok siswa yang belajar dengan model pembelajaran STM dan model pembelajaran Direct Instruction (DI), 2) Menganalisis pengaruh interaksi antara model pembelajaran STM dengan gaya kognitif terhadap literasi sains siswa, 3) Menganalisis perbedaan perbedaan literasi sains siswa antara kelompok siswa yang belajar dengan model pembelajaran STM dan model pembelajaran Direct Instruction (DI) yang memiliki gaya kognitif field dependen (FD), dan 4) Menganalisis perbedaan perbedaan literasi sains siswa antara kelompok siswa yang belajar dengan model pembelajaran STM dan model pembelajaran Direct Instruction (DI) yang memiliki gaya kognitif field independen (FI).
Penelitian ini merupakan kuasi eksperimen dengan rancangan posttest only control group design. Populasi penelitian ini adalah semua siswa kelas XI MIA SMA Kristen Harapan Denpasar tahun pelajaran 2015/2016. Pengambilan kelas penelitian berdasarkan teknik group random sampling. Data yang diperoleh dianalisis dengan statistik deskriptif dan ANOVA dua jalur.
Hasil analisis menyatakan sebagai berikut. (1) terdapat perbedaan skor hasil literasi sains fisika, antara siswa yang belajar dengan model pembelajaran Sains Teknologi Masyarakat (STM) dengan siswa yang belajar dengan model pembelajaran DI (F = 79,32; p < 0,05), (2) terdapat pengaruh interaksi antara model pembelajaran STM dengan model pembelajaran Direct Instruction (DI) terhadap literasi sains siswa (F = 76,23 ; p < 0,05), (3) terdapat perbedaan literasi sains siswa antara kelompok siswa yang belajar dengan model pembelajaran STM dan model pembelajaran Direct Instruction (DI) siswa yang memiliki gaya kognitif field independent (FI), (F = 20,75; p < 0,05), (4) terdapat perbedaan literasi sains siswa antara kelompok siswa yang belajar dengan model pembelajaran STM dan model pembelajaran Direct Instruction (DI) siswa yang memiliki gaya kognitif field dependent (FD), (F = 15,60; p < 0,05).
Kata Kunci : Gaya kognitif, Literasi Sains, Model pembelajaran STM,

The purpose of this study is 1) to analyze differences in scientific literacy of students between groups of students who study learning model STM and learning model of Direct Instruction (DI), 2) to analyze the effect of the interaction between the learning model STM with cognitive style on scientific literacy of students, 3) Analyzing the difference differences in scientific literacy of students between groups of students who study learning model STM and learning model of Direct Instruction (DI) which have a cognitive style field dependent (FD), and 4) to analyze the differences differences scientific literacy of students between groups of students who study learning model STM and learning model of Direct Instruction (DI) which have a cognitive style field independent (FI).
This study is a quasi-experimental design with posttest only control group design. The study population was all students of class XI MIA Denpasar Hope Christian High School in the academic year 2015/2016. Decision-class research group based random sampling technique. Data were analyzed with descriptive statistics and ANOVA two lanes. The results of the analysis states the following. (1) there are differences in the results of scientific literacy scores physics, among students who study learning model Science Technology Society (STM) with students learning with learning model DI (F = 79,32; p <0.05), (2) there are significant interaction between the learning model STM learning model of Direct Instruction (DI) on the scientific literacy of students (F = 76,23; p < 0.05) and. (3) there are differences in students' science literacy among the group of students who studied with STM learning model and learning model of Direct Instruction (DI) students who have the cognitive style of field independent (FI), (F = 20,75; p < 0.05), (4) there differences in students' science literacy among the group of students who studied with STM learning model and learning model of Direct Instruction (DI) students who have the cognitive style of field dependence (FD), (F = 15,60; p < 0.05).
keyword : Cognitive Learning Style, Scientific Literacy, and Science Technologi Society (STS)