Pengembangan Modul Ajar IPA Berbasis Literasi Sains untuk Meningkatkan Kemampuan Berpikir Kritis Siswa
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Penelitian ini bertujuan untuk mengembangkan modul ajar IPA berbasis literasi sains yang layak dan efektif dalam meningkatkan keterampilan berpikir kritis siswa. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Uji efektivitas dilakukan menggunakan desain One Group Pretest-Posttest pada 20 siswa kelas VIII MTs Miftahul Hidayah Montong. Data dikumpulkan melalui lembar validasi ahli dan tes keterampilan berpikir kritis. Validasi ahli digunakan untuk menilai kelayakan modul, sedangkan tes diberikan dalam bentuk pretest dan posttest untuk mengetahui peningkatan keterampilan berpikir kritis siswa setelah penggunaan modul. Data dianalisis menggunakan persentase kelayakan, uji normalitas, Paired Sample T-Test, dan N-Gain. Hasil penelitian menunjukkan bahwa modul ajar memperoleh rerata validasi sebesar 84,55%, sehingga termasuk dalam kategori sangat layak. Hasil uji efektivitas menunjukkan peningkatan nilai rata-rata dari 47 pada pretest menjadi 79,5 pada posttest. Hasil Paired Sample T-Test menunjukkan nilai signifikansi 0,000 < 0,05, yang berarti terdapat perbedaan signifikan antara keterampilan berpikir kritis siswa sebelum dan sesudah penggunaan modul. Selain itu, nilai N-Gain sebesar 0,615 berada pada kategori sedang. Dengan demikian, modul ajar IPA berbasis literasi sains dinyatakan sangat layak dan cukup efektif untuk meningkatkan keterampilan berpikir kritis siswa dalam pembelajaran IPA.
Development of a Scientific Literacy-Based Science Teaching Module to Improve Students’ Critical Thinking Skills
Abstract
This study aimed to develop a science teaching module based on scientific literacy that is feasible and effective in improving students’ critical thinking skills. The study employed a Research and Development (R&D) approach using the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The effectiveness test was conducted using a one-group pretest-posttest design involving 20 eighth-grade students at MTs Miftahul Hidayah Montong. Data were collected through expert validation sheets and critical thinking tests. Expert validation was used to determine the feasibility of the developed module, while the critical thinking test was administered as a pretest and posttest to examine students’ improvement after using the module. The data were analyzed using feasibility percentages, normality testing, paired sample t-test, and N-Gain analysis. The results showed that the science teaching module obtained an average validation score of 84.55%, indicating that it was highly feasible for classroom use. The effectiveness test showed an increase in students’ mean score from 47 in the pretest to 79.5 in the posttest. The paired sample t-test result showed a significance value of 0.000 < 0.05, indicating a significant difference in students’ critical thinking skills before and after using the module. Furthermore, the N-Gain score of 0.615 was categorized as moderate. Therefore, the science teaching module based on scientific literacy is considered highly feasible and moderately effective in improving students’ critical thinking skills in science learning.
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