Analisis Penerapan Metode Tematik Focus Group Discussion terhadap Kemampuan Literasi Ilmiah Siswa SMPN 3 Batukliang
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Penelitian ini bertujuan untuk mengevaluasi pengaruh metode pembelajaran tematik berbasis Focus Group Discussion (FGD) terhadap kemampuan literasi ilmiah siswa pada materi sel hewan dan tumbuhan di SMPN 3 Batukliang. Penelitian ini menggunakan desain kuasi-eksperimen dengan pendekatan pretest dan posttest pada dua kelompok siswa. Kelompok eksperimen terdiri dari 20 siswa yang diterapkan metode pembelajaran tematik berbasis FGD, sementara kelompok kontrol, yang juga terdiri dari 20 siswa, diajarkan menggunakan metode konvensional. Hasil penelitian menunjukkan bahwa kelompok eksperimen yang menggunakan metode pembelajaran tematik berbasis FGD mengalami peningkatan yang signifikan dalam kemampuan literasi ilmiah. Skor rata-rata posttest kelompok eksperimen meningkat menjadi 84,4, sementara kelompok kontrol hanya meningkat menjadi 63,22. Uji statistik menunjukkan bahwa perubahan skor kelompok eksperimen memiliki nilai signifikansi yang sangat rendah (p-value = 0,000898), hal ini mengindikasikan adanya perbedaan yang sangat signifikan. Di sisi lain, kelompok kontrol juga menunjukkan peningkatan signifikan, namun dengan tingkat yang lebih rendah (p-value = 0,000026). Oleh karena itu, penerapan metode pembelajaran tematik berbasis FGD memberikan dampak positif yang signifikan terhadap peningkatan kemampuan literasi ilmiah siswa. Metode pembelajaran ini terbukti meningkatkan partisipasi aktif dan pemahaman literasi siswa terhadap materi Sel hewan dan tumbuhan.
Kata kunci: FGD; Literasi Ilmiah; Metode Tematik; Problematika Pendidikan.
Analysis of Thematic Focus Group Discussion Methods on Students' Scientific Literacy of SMPN 3 Batukliang
Abstract
This study aims to evaluate the effect of the Focus Group Discussion (FGD)-based thematic learning method on students' scientific literacy skills on the topic of Animal and Plant Cells at SMPN 3 Batukliang. This study used a quasi-experimental design with a pretest and posttest approach on two groups of students. The experimental group consisted of 20 students who were taught with the FGD-based thematic learning method, while the control group, which also consisted of 20 students, was taught using conventional methods. The results showed that the experimental group using the FGD-based thematic learning method experienced a significant increase in scientific literacy skills. The average posttest score of the experimental group increased to 84.4, while the control group only increased to 63.22. Statistical tests showed that the change in the experimental group's score had a very low significance value (p-value = 0.000898), indicating a very significant difference. On the other hand, the control group also showed a significant increase, but with a lower level (p-value = 0.000026). Therefore, the application of the FGD-based thematic learning method has a significant positive impact on improving students' scientific literacy skills. This method has proven effective in encouraging active participation and increasing students' understanding of the material on animal and plant cells.
Copyright (c) 2026 M Alfian Rizandy Yusuf, Muktar Muktar, Munawir Syazali
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