Electronic Theses and Dissertation

Alfisyahrina. (2025). implementasi pembelajaran melalui e-lkpd berbasis problem based learning untuk meningkatkan literasi sains dan hasil belajar pada materi perubahan lingkungan. [tesis. universitas syiah kuala]. dibawah bimbingan dr. muhibbuddin m.s., dan prof. dr. samingan, m.si. kemampuan literasi sains peserta didik di indonesia masih rendah dan cenderung menurun sebagaimana ditunjukkan oleh hasil studi programme for international student assessment (pisa) pada tiga periode terakhir tahun 2015 sampai tahun 2022 sehingga memerlukan upaya perbaikan yang efektif untuk meningkatkan keterampilan literasi sains yang akan mempengaruhi hasil belajar peserta didik. salah satu upaya dengan menggunakan media pembelajaran e-lkpd berbasis problem based learning. penelitian ini bertujuan untuk mengetahui perbedaan peningkatan literasi sains dan hasil belajar peserta didik, serta untuk mengetahui hubungan antara literasi sains dan hasil belajar peserta didik setelah implementasi pembelajaran melalui e-lkpd berbasis problem based learning pada materi perubahan lingkungan. populasi pada penelitian ini adalah seluruh peserta didik kelas x di sma negeri 3 banda dengan total 370 peserta didik. adapun teknik pengambilan sampel menggunakan purposive random sampling dengan jumlah sampel sebanyak 64 peserta didik yang terdiri dari kelas eksperimen dan kelas kontrol. penelitian ini menggunakan metode quasi exsperiment dengan desain penelitian pre-test post-test control group. instrumen yang digunakan pada penelitian ini terdiri dari soal tes kemampuan literasi sains dan soal tes hasil belajar. hasil penelitian menunjukkan skor n-gain literasi sains pada kelas eksperimen sebesar 0.69 dan hasil belajar sebesar 0.67, sedangkan n-gain pada kelas kontrol sebesar 0.31 dan hasil belajar 0.30. hasil analisis korelasi diperoleh nilai koefisien (r) sebesar 0.754 yang menunjukkan terdapat hubungan yang kuat antara literasi sains dan hasil belajar peserta didik, serta hasil analisis regresi menunjukkan kontribusi literasi sains terhadap hasil belajar sebesar 56.7%. adapun simpulan penelitian ini adalah terdapat perbedaan peningkatan literasi sains dan hasil belajar peserta didik setelah implementasi pembelajaran melalui e-lkpd berbasis problem-based learning pada materi perubahan lingkungan, dan terdapat hubungan yang positif antara literasi sains dan hasil belajar peserta didik. kata kunci: problem based learning, e-lkpd, literasi sains, hasil belajar, perubahan lingkungan.

Alfisyahrina. (2025). Implementation of Learning Through E-LKPD Based on Problem-Based Learning to Improve Scientific Literacy and Learning Outcomes on Environmental Change Material. [Thesis. Universitas Syiah Kuala]. Under direction of Dr. Muhibbuddin M.S., and Prof. Dr. Samingan, M.Si. The scientific literacy skills of students in Indonesia are still low and tend to decline as shown by the results of the Program for International Student Assessment (PISA) study in the last three periods from 2015 to 2022, so that effective improvement efforts are needed to improve scientific literacy skills that will affect student learning outcomes. One effort is by using E-LKPD learning media based on problem-based learning. This study aims to determine the difference in the increase in scientific literacy and student learning outcomes, as well as to determine the relationship between scientific literacy and student learning outcomes after the implementation of learning through E-LKPD based on problem-based learning on environmental change material. The population in this study were all grade X students at SMA Negeri 3 Banda with a total of 370 students. The sampling technique used purposive random sampling with a sample of 64 students consisting of the experimental class and the control class. This study used a quasi-experimental method with a pre-test post-test control group research design. The instruments used in this study consisted of scientific literacy ability test questions and learning outcome test questions. The results of the study showed that the N-Gain score of scientific literacy in the experimental class was 0.69 and learning outcomes were 0.67, while the N-Gain in the control class was 0.31 and learning outcomes were 0.30. The results of the correlation analysis obtained a coefficient value (r) of 0.754 which indicates a strong relationship between scientific literacy and student learning outcomes, and the results of the regression analysis showed a contribution of scientific literacy to learning outcomes of 56.7%. The conclusion of this study is that there is a difference in the increase in scientific literacy and student learning outcomes after the implementation of learning through E-LKPD based on problem-based learning on environmental change material, and there is a positive relationship between scientific literacy and student learning outcomes. Keywords: problem-based learning, e-lkpd, scientific literacy, learning outcomes, environmental changes.