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All Journal Pendidikan Biologi Prosiding Seminar Biologi Bioedukasi Bio-Pedagogi : Jurnal Pembelajaran Biologi Jurnal S2 Pendidikan Sains INFERENSI Prosiding Pendidikan Sains Jurnal Pendidikan Biologi Indonesia Proceeding of International Conference on Teacher Training and Education Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Unnes Science Education Journal DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Jurnal Pendidikan (Teori dan Praktik) INKUIRI : Jurnal Pendidikan IPA PEDAGOGIA Biosaintifika: Journal of Biology & Biology Education Bioedukasi: Jurnal Pendidikan Biologi Proceeding Biology Education Conference
Baskoro Adi Prayitno
Program Studi Magister PendidikanSains Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Medicine & Pharmacology Physics Public Health Other

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Journal : DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi

 1 
PENGEMBANGAN MODUL BERBASIS REACT PADA MATERI JAMUR UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X SMA Nugroho, Ervan Setya Bakti; Prayitno, Baskoro Adi; Maridi, Maridi
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan penelitian adalah menyusun karakteristik, menguji validitas dan menguji efektivitas modul berbasis Relating, Experiencing, Applying, Cooperating dan Transferring (REACT) pada materi Jamur untuk meningkatkan kemampuan berpikir kritis siswa kelas X SMA. Pengembangan modul berbasis REACT mengacu pada 9 langkah model research and development (R&D) dari Borg and Gall meliputi: penelitian dan pengumpulan data, perencanaan, pengembangan produk, uji coba produk awal, revisi produk I, uji coba lapangan, revisi produk II, uji coba lapangan operasional, dan revisi produk akhir. Analisis hasil penelitian menggunakan deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan: karakteristik modul dikembangkan berdasarkan sintaks model pembelajaran REACT yang bermuatan indikator-indikator kemampuan berpikir kritis; validitas modul siswa dinilai oleh penilaian ahli materi dengan 88,75%, ahli penyajian modul 93,44%, ahli keterbacaan 93,75%, dan ahli perangkat pembelajaran 92,40%; untuk modul guru dinilai oleh ahli materi dengan 94,40%, ahli penyajian modul 97,66%, ahli keterbacaan 93,75%, dan ahli perangkat pembelajaran 86,46%; rata-rata penilaian praktisi pendidikan 98,69%; serta rata-rata penilaian siswa 81,88%; modul berbasis REACT pada materi jamur efektif dalam memberdayakan kemampuan berpikir kritis siswa karena adanya perbedaan hasil posttest antara kelas modul dan kelas kontrol (Sig.=0,020 < α=0,05). This research aimed to publish the characteristics and to test the validity and the effectiveness of module based on REACT to improve students’ critical thinking skills on fungal material at grade X. The development of module based on REACT referred to nine modified steps of Research and Development (R&D) model from Borg & Gall that included: research and information collection, planning, development of initial design of product, initial field test, first product revision, limited field test, second product revision, operational field test, and final product revision. The data analysis used qualitative and quantitative descriptive method. The research results showed that the characteristics of module based on REACT were developed according to syntax of REACT model that was included by indicators of critical thinking; the validity of student module was assessed by material expert at 88.75%, by module presentation expert at 93.44%, by readability expert at 93.75%, and by learning device expert at 92.40% and for the validity of teacher module was assessed by material expert at 94.40%, by module presentation expert at 97.66%, by readability expert at 93.75%, and by learning device expert at 86.46%; scoring average at 98.69% by practitioner and at 81.88% by students; and module based on REACT on fungal material was effective to improve students’ critical thinking skills because there was difference of posttest results between module class and control class (Sig.=0.020 < α=0.05).
PENGEMBANGAN MODUL BERBASIS INQUIRY LAB PADA MATERI SISTEM GERAK UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS XI SMAN 1 MEJAYAN Pranoto, Andrias Marstanto Setyo; Sajidan, Sajidan; Prayitno, Baskoro Adi
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan penelitian adalah: 1) mengembangkan modul berbasis Inquiry Lab, 2) menguji kelayakan modul berbasis Inquiry Lab, dan 3) menguji efektivitas modul berbasis Inquiry Lab untuk meningkatkan hasil belajar siswa pada materi sistem gerak di SMA Negeri 1 Mejayan. Pengembangan modul berbasis Inquiry Lab mengacu pada 9 langkah model Research and Development (R&D) dari Borg & Gall (1983) meliputi: 1) penelitian dan pengumpulan data, 2) perencanaan, 3) pengembangan produk, 4) uji coba produk awal, 5) revisi produk I, 6) uji coba lapangan, 7) revisi produk II, 8) uji coba lapangan operasional, 9) revisi produk akhir. Hasil penelitian menunjukkan: 1) modul biologi Inquiry Lab pada materi sistem gerak yang dikembangkan menggunakan sintak Inquiry Lab (observasi, manipulasi, generalisasi, verifikasi, dan aplikasi); 2) kelayakan modul berbasis Inquiry Lab sebagai berikut: a) uji validasi ahli materi 93,00%, b) validasi ahli pengembangan desain 82,90%, c) validasi ahli perangkat 95,70%, d) validator praktisi (guru) 94,00%, dan e) uji kelompok kecil 83,82%; dan 3) modul berbasis Inquiry Lab pada materi sistem gerak efektif dalam meningkatkan hasil belajar siswa (Sig.=0,000 < α=0,05). This research aimed: 1) to develop an inquiry-based laboratory module, 2) to test the feasibility of an inquiry-based laboratory module, and 3) to test the effectiveness of an inquiry-based laboratory module to improve students’ outcomes on motion system material at class XI of State Senior High School (SMAN) 1 of Mejayan. The development of an inquiry-based laboratory module referred to nine steps of Research and Development (R&D) model from Borg & Gall (1983) that included: 1) research and data collection, 2) planning, 3) product development, 4) initial product test, 5) product revision I, 6) field test, 7) product revision II, 8) operational field test, 9) final product revision. The research results showed: 1) the developed inquiry-based laboratory module on motion system material used the Inquiry Lab syntax (observation, manipulation, generalization, verification, and application), 2) the feasibility of an inquiry-based laboratory module as followed: a) the validation test of material expert at 93.00%, b) the validation of design development expert at 82.90%, c) the validation of tool expert at 95.70%, d) the validation of practitioners (teachers) at 94.00%, and e) the test of small group at 83.82%; and 3) an inquiry-based laboratory module on motion system material was effective to improve students’ outcomes (Sig.=0.000 < α=0.05).
PENGEMBANGAN MODUL BERBASIS REACT PADA MATERI JAMUR UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X SMA Nugroho, Ervan Setya Bakti; Prayitno, Baskoro Adi; Maridi, Maridi
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan penelitian adalah menyusun karakteristik, menguji validitas dan menguji efektivitas modul berbasis Relating, Experiencing, Applying, Cooperating dan Transferring (REACT) pada materi Jamur untuk meningkatkan kemampuan berpikir kritis siswa kelas X SMA. Pengembangan modul berbasis REACT mengacu pada 9 langkah model research and development (R&D) dari Borg and Gall meliputi: penelitian dan pengumpulan data, perencanaan, pengembangan produk, uji coba produk awal, revisi produk I, uji coba lapangan, revisi produk II, uji coba lapangan operasional, dan revisi produk akhir. Analisis hasil penelitian menggunakan deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan: karakteristik modul dikembangkan berdasarkan sintaks model pembelajaran REACT yang bermuatan indikator-indikator kemampuan berpikir kritis; validitas modul siswa dinilai oleh penilaian ahli materi dengan 88,75%, ahli penyajian modul 93,44%, ahli keterbacaan 93,75%, dan ahli perangkat pembelajaran 92,40%; untuk modul guru dinilai oleh ahli materi dengan 94,40%, ahli penyajian modul 97,66%, ahli keterbacaan 93,75%, dan ahli perangkat pembelajaran 86,46%; rata-rata penilaian praktisi pendidikan 98,69%; serta rata-rata penilaian siswa 81,88%; modul berbasis REACT pada materi jamur efektif dalam memberdayakan kemampuan berpikir kritis siswa karena adanya perbedaan hasil posttest antara kelas modul dan kelas kontrol (Sig.=0,020 < a=0,05). This research aimed to publish the characteristics and to test the validity and the effectiveness of module based on REACT to improve students’ critical thinking skills on fungal material at grade X. The development of module based on REACT referred to nine modified steps of Research and Development (R&D) model from Borg & Gall that included: research and information collection, planning, development of initial design of product, initial field test, first product revision, limited field test, second product revision, operational field test, and final product revision. The data analysis used qualitative and quantitative descriptive method. The research results showed that the characteristics of module based on REACT were developed according to syntax of REACT model that was included by indicators of critical thinking; the validity of student module was assessed by material expert at 88.75%, by module presentation expert at 93.44%, by readability expert at 93.75%, and by learning device expert at 92.40% and for the validity of teacher module was assessed by material expert at 94.40%, by module presentation expert at 97.66%, by readability expert at 93.75%, and by learning device expert at 86.46%; scoring average at 98.69% by practitioner and at 81.88% by students; and module based on REACT on fungal material was effective to improve students’ critical thinking skills because there was difference of posttest results between module class and control class (Sig.=0.020 < a=0.05).
PENGEMBANGAN MODUL BERBASIS INQUIRY LAB PADA MATERI SISTEM GERAK UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS XI SMAN 1 MEJAYAN Pranoto, Andrias Marstanto Setyo; Sajidan, Sajidan; Prayitno, Baskoro Adi
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan penelitian adalah: 1) mengembangkan modul berbasis Inquiry Lab, 2) menguji kelayakan modul berbasis Inquiry Lab, dan 3) menguji efektivitas modul berbasis Inquiry Lab untuk meningkatkan hasil belajar siswa pada materi sistem gerak di SMA Negeri 1 Mejayan. Pengembangan modul berbasis Inquiry Lab mengacu pada 9 langkah model Research and Development (R&D) dari Borg & Gall (1983) meliputi: 1) penelitian dan pengumpulan data, 2) perencanaan, 3) pengembangan produk, 4) uji coba produk awal, 5) revisi produk I, 6) uji coba lapangan, 7) revisi produk II, 8) uji coba lapangan operasional, 9) revisi produk akhir. Hasil penelitian menunjukkan: 1) modul biologi Inquiry Lab pada materi sistem gerak yang dikembangkan menggunakan sintak Inquiry Lab (observasi, manipulasi, generalisasi, verifikasi, dan aplikasi); 2) kelayakan modul berbasis Inquiry Lab sebagai berikut: a) uji validasi ahli materi 93,00%, b) validasi ahli pengembangan desain 82,90%, c) validasi ahli perangkat 95,70%, d) validator praktisi (guru) 94,00%, dan e) uji kelompok kecil 83,82%; dan 3) modul berbasis Inquiry Lab pada materi sistem gerak efektif dalam meningkatkan hasil belajar siswa (Sig.=0,000 < a=0,05). This research aimed: 1) to develop an inquiry-based laboratory module, 2) to test the feasibility of an inquiry-based laboratory module, and 3) to test the effectiveness of an inquiry-based laboratory module to improve students’ outcomes on motion system material at class XI of State Senior High School (SMAN) 1 of Mejayan. The development of an inquiry-based laboratory module referred to nine steps of Research and Development (R&D) model from Borg & Gall (1983) that included: 1) research and data collection, 2) planning, 3) product development, 4) initial product test, 5) product revision I, 6) field test, 7) product revision II, 8) operational field test, 9) final product revision. The research results showed: 1) the developed inquiry-based laboratory module on motion system material used the Inquiry Lab syntax (observation, manipulation, generalization, verification, and application), 2) the feasibility of an inquiry-based laboratory module as followed: a) the validation test of material expert at 93.00%, b) the validation of design development expert at 82.90%, c) the validation of tool expert at 95.70%, d) the validation of practitioners (teachers) at 94.00%, and e) the test of small group at 83.82%; and 3) an inquiry-based laboratory module on motion system material was effective to improve students’ outcomes (Sig.=0.000 < a=0.05).
PENGEMBANGAN MODUL BERBASIS INQUIRY LAB PADA MATERI SISTEM GERAK UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS XI SMAN 1 MEJAYAN Pranoto, Andrias Marstanto Setyo; Sajidan, Sajidan; Prayitno, Baskoro Adi
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/dikbio.v1i1.960

Abstract

Tujuan penelitian adalah: 1) mengembangkan modul berbasis Inquiry Lab, 2) menguji kelayakan modul berbasis Inquiry Lab, dan 3) menguji efektivitas modul berbasis Inquiry Lab untuk meningkatkan hasil belajar siswa pada materi sistem gerak di SMA Negeri 1 Mejayan. Pengembangan modul berbasis Inquiry Lab mengacu pada 9 langkah model Research and Development (R&D) dari Borg & Gall (1983) meliputi: 1) penelitian dan pengumpulan data, 2) perencanaan, 3) pengembangan produk, 4) uji coba produk awal, 5) revisi produk I, 6) uji coba lapangan, 7) revisi produk II, 8) uji coba lapangan operasional, 9) revisi produk akhir. Hasil penelitian menunjukkan: 1) modul biologi Inquiry Lab pada materi sistem gerak yang dikembangkan menggunakan sintak Inquiry Lab (observasi, manipulasi, generalisasi, verifikasi, dan aplikasi); 2) kelayakan modul berbasis Inquiry Lab sebagai berikut: a) uji validasi ahli materi 93,00%, b) validasi ahli pengembangan desain 82,90%, c) validasi ahli perangkat 95,70%, d) validator praktisi (guru) 94,00%, dan e) uji kelompok kecil 83,82%; dan 3) modul berbasis Inquiry Lab pada materi sistem gerak efektif dalam meningkatkan hasil belajar siswa (Sig.=0,000 < a=0,05). This research aimed: 1) to develop an inquiry-based laboratory module, 2) to test the feasibility of an inquiry-based laboratory module, and 3) to test the effectiveness of an inquiry-based laboratory module to improve students’ outcomes on motion system material at class XI of State Senior High School (SMAN) 1 of Mejayan. The development of an inquiry-based laboratory module referred to nine steps of Research and Development (R&D) model from Borg & Gall (1983) that included: 1) research and data collection, 2) planning, 3) product development, 4) initial product test, 5) product revision I, 6) field test, 7) product revision II, 8) operational field test, 9) final product revision. The research results showed: 1) the developed inquiry-based laboratory module on motion system material used the Inquiry Lab syntax (observation, manipulation, generalization, verification, and application), 2) the feasibility of an inquiry-based laboratory module as followed: a) the validation test of material expert at 93.00%, b) the validation of design development expert at 82.90%, c) the validation of tool expert at 95.70%, d) the validation of practitioners (teachers) at 94.00%, and e) the test of small group at 83.82%; and 3) an inquiry-based laboratory module on motion system material was effective to improve students’ outcomes (Sig.=0.000 < a=0.05).
PENGEMBANGAN MODUL BERBASIS REACT PADA MATERI JAMUR UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X SMA Nugroho, Ervan Setya Bakti; Prayitno, Baskoro Adi; Maridi, Maridi
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/dikbio.v1i1.957

Abstract

Tujuan penelitian adalah menyusun karakteristik, menguji validitas dan menguji efektivitas modul berbasis Relating, Experiencing, Applying, Cooperating dan Transferring (REACT) pada materi Jamur untuk meningkatkan kemampuan berpikir kritis siswa kelas X SMA. Pengembangan modul berbasis REACT mengacu pada 9 langkah model research and development (R&D) dari Borg and Gall meliputi: penelitian dan pengumpulan data, perencanaan, pengembangan produk, uji coba produk awal, revisi produk I, uji coba lapangan, revisi produk II, uji coba lapangan operasional, dan revisi produk akhir. Analisis hasil penelitian menggunakan deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan: karakteristik modul dikembangkan berdasarkan sintaks model pembelajaran REACT yang bermuatan indikator-indikator kemampuan berpikir kritis; validitas modul siswa dinilai oleh penilaian ahli materi dengan 88,75%, ahli penyajian modul 93,44%, ahli keterbacaan 93,75%, dan ahli perangkat pembelajaran 92,40%; untuk modul guru dinilai oleh ahli materi dengan 94,40%, ahli penyajian modul 97,66%, ahli keterbacaan 93,75%, dan ahli perangkat pembelajaran 86,46%; rata-rata penilaian praktisi pendidikan 98,69%; serta rata-rata penilaian siswa 81,88%; modul berbasis REACT pada materi jamur efektif dalam memberdayakan kemampuan berpikir kritis siswa karena adanya perbedaan hasil posttest antara kelas modul dan kelas kontrol (Sig.=0,020 < a=0,05). This research aimed to publish the characteristics and to test the validity and the effectiveness of module based on REACT to improve students’ critical thinking skills on fungal material at grade X. The development of module based on REACT referred to nine modified steps of Research and Development (R&D) model from Borg & Gall that included: research and information collection, planning, development of initial design of product, initial field test, first product revision, limited field test, second product revision, operational field test, and final product revision. The data analysis used qualitative and quantitative descriptive method. The research results showed that the characteristics of module based on REACT were developed according to syntax of REACT model that was included by indicators of critical thinking; the validity of student module was assessed by material expert at 88.75%, by module presentation expert at 93.44%, by readability expert at 93.75%, and by learning device expert at 92.40% and for the validity of teacher module was assessed by material expert at 94.40%, by module presentation expert at 97.66%, by readability expert at 93.75%, and by learning device expert at 86.46%; scoring average at 98.69% by practitioner and at 81.88% by students; and module based on REACT on fungal material was effective to improve students’ critical thinking skills because there was difference of posttest results between module class and control class (Sig.=0.020 < a=0.05).
PROFIL KETERAMPILAN PROSES SAINS (KPS) MAHASISWA PENDIDIKAN BIOLOGI DITINJAU DARI KEMAMPUAN AKADEMIK (STUDI KASUS DI SALAH SATU UNIVERSITAS DI SURAKARTA) Mutmainnah, Shofia Nur; Padmawati, Kusnia; Puspitasari, Nella; Prayitno, Baskoro Adi
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 3, No 1 (2019): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/dikbio.v3i1.1687

Abstract

Penelitian ini bertujuan untuk: 1) mengetahui profil keterampilan proses sains (KPS) mahasiswa pendidikan biologi di salah satu universitas di Surakarta, (2) mengetahui perbedaan keterampilan proses sains (KPS) antara mahasiswa berkemampuan akademik tinggi dan rendah. Penelitian yang dilakukan termasuk studi kasus dengan mahasiswa semester 2 di salah satu universitas di Surakarta yang berjumlah 52 mahasiswa. KPS diukur menggunakan tes tertulis dalam bentuk pilihan ganda sejumlah 20 soal yang dikembangkan oleh Sutanto (2015). Indikator KPS yang diukur meliputi KPS dasar dan KPS terintegrasi. Data dianalisis menggunakan analisis deskriptif kuantitatif dengan persentase untuk mengetahui profil KPS mahasiswa dan uji t independen untuk mengetahui perbedaan KPS mahasiswa akademik tinggi dan rendah. Hasil penelitian menunjukkan: 1)  profil  KPS mahasiswa secara umum dapat dinyatakan sedang dengan angka 67%. Indikator menggunakan alat dan mengkomunikasikan memperoleh kategori sangat baik (90,74%), sedangkan indikator menafsirkan memperoleh kategori sangat kurang (29,62%), 2) tidak ada perbedaan yang siginifikan antara rata-rata hasil belajar mahasiswa dengan KPS pada kelompok mahasiswa dengan kemampuan akademik tinggi dan rendah (nilai sig. 2-tailed 0,567 > ? 0,05). This study aimed: 1) to determine the profile of science process skills in biology education students at a university in Surakarta, 2) to determine the differences of science process skills between students with upper and lower academic ability. This study was a case study with 52 second semester students at a university in Surakarta. Science process skills was measured using a written test in the form of multiple choice questions of 20 questions developed by Sutanto (2015). The measured indicators of science process skills included basic and integrated science process skills. Data analysis of the this study used the quantitative descriptive analysis in percentage to determine the profile of students’ scientific process and the independent t-test to determine the difference of science process skills between students with upper and lower academic ability. The results showed: 1) in general, the profile of students’ science process skills was in moderate with 67%. Using tools and communicating as indicators of science process skills obtained very good categories (90.74%), while interpreting indicator obtained very poor categoriy (29.62%), 2) no significant difference of average of  learning outcomes using science process skills between students with upper and lower academic ability (sig. 0.567 > ? 0.05).
PROFIL KETERAMPILAN LITERASI SAINS SISWA DI SALAH SATU SEKOLAH MENENGAH ATAS (SMA) NEGERI DI SURAKARTA Utama, Muhammad Nanda; Ramadhani, Rizka; Rohmani, Silmi Nur; Prayitno, Baskoro Adi
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 3, No 2 (2019): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/dikbio.v3i2.1296

Abstract

Salah satu keterampilan penting yang termasuk dalam pengetahuan yang harus dimiliki peserta didik pada abad 21 adalah keterampilan literasi sains. Penelitian yang meneliti profil kompetensi Abad 21 siswa akan dapat menjadi dasar untuk pembuatan kebijakan dalam pendidikan serta dasar lebih lanjut. Penelitian ini bertujuan untuk mengukur keterampilan literasi sains siswa di salah satu SMA Negeri di Surakarta. Metode penelitian adalah survei. Populasi dalam penelitian adalah seluruh siswa di salah satu SMA Negeri di Surakarta dengan jumlah 890 siswa. Teknik sampling menggunakan stratified random sampling sebesar 10% sehingga sampel penelitian adalah 90 siswa. Literasi sains diukur dengan menggunakan soal pilihan ganda PISA dengan pengembangan Moore & Foy (1997) tentang kemampuan dan sikap terhadap literasi sains. Analisis dilakukan dengan deskriptif kuantitatif. Hasil penelitian yang diperoleh adalah didapatkan kemampuan literasi sains di sebuah SMA Negeri di Surakarta adalah 55% dan tergolong dalam kategori rendah. Perlunya mengintegrasikan keterampilan literasi sains dalam pembelajaran agar siswa mampu menyelesaikan masalah dengan konsep-konsep sains dan memanfaatkan teknologi yang ada. One of the important skills included in the knowledge that must be possessed by students in the 21st century is scientific literacy skill. Research examining the 21st Century competency profile of students will be the basis for policy making in education as well as further foundation. This study aimed to measure students' scientific literacy skill in one of State High Schools in Surakarta. The study method was survey. Population in the study was all students in one of State High Schools in Surakarta with 890 students.The sampling technique used stratified random sampling of 10% so that the study sample was 90 students. Science literacy was measured by using PISA multiple choice questions with the development of Moore & Foy (1997) about abilities and attitudes towards scientific literacy. The analysis was carried out with quantitative descriptive. The obtained result of the study was that scientific literacy skill in one of State High Schools in Surakarta was 55% and classified as low. The need to integrate scientific literacy skill in learning so students are able to solve problems with science concepts and utilize existing technology.
Co-Authors Ade Intan Permata Ariyanti, Ade Intan Permata Anang Christian Widyanarko, Anang Christian Andrias Marstanto Setyo Pranoto, Andrias Marstanto Setyo Anfira, Danita Kurnia Anjarwati, Pamula Guruh Prastiwa Annur Indra Kusumadani ashadi - Asri Nafi’a Dewi Astuti, Lia Puji Aulia Richvana Bowo Sugiharto Chrisnia Octovi Deny Febriana, Deny Desy Fajar Priyayi Dewi Puspita Sari Dewi, Alia Purwati Dewi, Asri Nafi?a Eka Sulistyowati, Eka Endang Purwanti Ertando, Alfi Ervan Setya Bakti Nugroho, Ervan Setya Bakti Fitakurahmah, Nur Fitri Susanti Fungky, Nabela Harlita Harlita Hendarto, Puji HP, Noni Shella Ikha - Primarinda Indriyani Palayaswati, Indriyani Intantiasari, Intantiasari Izzatin Kamala, Izzatin Joko Ariyanto Khasanah, Mayasari Mahfudhotul Khasanah, Nadhirotul Kistantia Elok Mumpuni Liina, As Syaffa Al Liina, As Syaffa Al Lina Artuty Widyasari M. Soeprijadi Djoko Laksana M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Majid, Qonita Maridi - - Maridi Maridi Maridi, M. Marjono Marjono Mohammad Masykuri Muhamad Ajwar Muhammad - Masykuri Murni Ramli Mutmainnah, Shofia Nur Muzzazinah Muzzazinah Nisa, Salis Khoirun Nisa, Salis Khoirun Nur Eka Kusuma Hindrasti Nurhuda, Haris Nuriyana, Dana Nurul Faiqoh, Nurul Padmawati, Kusnia Pangestu, Adhe Bayu Pitorini, Dewi Ekaputri Pitorini, Dewi Ekaputri Prayitno, Riski Prihatin, Restu PUGUH KARYANTO Purwati, Rani Puspitasari, Nella Putri, Adelia Rahmadani, Yesika Ramadhani, Rizka Riezky Maya Probosari Ririk Kusuma Handari Rohmani, Silmi Nur Sajidan Sajidan Salma, Safina Salma, Safina Sambodo, Rizki Agung Samuel Agus Triyanto, Samuel Agus Santi, Delinta Herlia SAPARTINI, RADEN RARA Sarwanto Pratama Sarwanto Sarwanto Shelli Febriyanti Sindy Nurinda, Sindy Siti Muthmainah Siti Rokhmatika Slamet Santosa Sri Dwiastuti Sri Sulastri Sri Widoretno Sri Wulanningsih Suciati - - Suciati Suciati Suciati Sudarisman Syamsiyah, Nurul Tutik Fitri Wijayanti Umi Nurjannah Utama, Muhammad Nanda Utami, Nova Indri Wahyu Harjanti Wahyu Wahyu Widha Sunarno Wijarini, Fitri - Wiyadi - Yasir Sidiq