Problem-Based Learning sebagai Strategi Penguatan Literasi Biologi Abad ke-21 di Jenjang Sekolah Menengah Atas
DOI:
10.29303/jcar.v8i3.15130Published:
2026-08-24Downloads
Abstract
Penelitian ini bertujuan untuk menganalisis pengaruh model Problem-Based Learning (PBL) terhadap literasi biologi siswa SMA pada materi Sistem Kekebalan Tubuh. Penelitian menggunakan desain kuasi-eksperimen dengan rancangan non-equivalent control group yang melibatkan dua kelas XI di SMAN 1 Narmada, Lombok Barat, tahun ajaran 2025/2026. Kelas eksperimen memperoleh pembelajaran menggunakan PBL, sedangkan kelas kontrol mengikuti pembelajaran konvensional berbasis ceramah. Instrumen penelitian berupa tes literasi biologi pilihan ganda yang telah valid dan reliabel. Analisis data menggunakan uji Mann–Whitney U karena sebagian data tidak memenuhi asumsi normalitas. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan signifikan pada nilai pretest, sehingga kedua kelompok memiliki kemampuan awal yang relatif sama. Namun, hasil posttest menunjukkan adanya perbedaan signifikan (p = 0,000 < 0,05) dengan nilai effect size sebesar r = 0,57 yang termasuk kategori efek besar. Temuan ini menunjukkan bahwa PBL secara signifikan meningkatkan literasi biologi siswa. Secara praktis, PBL efektif dalam memperkuat pemahaman konsep, menumbuhkan keterampilan berpikir kritis, dan meningkatkan literasi biologi multidimensional sesuai dengan tuntutan pembelajaran abad ke-21.
Keywords:
Problem-Based Learning Literasi Biologi Pembelajaran Abad Ke-21 Kuasi-EksperimenReferences
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