Electronic Theses and Dissertation

Pengembangan literasi ilmiah dan motivasi belajar merupakan prioritas utama dalam pendidikan sains abad ke-21, terutama di tengah keterbatasan sumber daya dan kondisi sekolah yang terpencil. penelitian ini bertujuan untuk mengetahui peningkatan literasi sains dan motivasi belajar peserta didik melalui penerapan lkpd berbasis inkuiri terbimbing pada pembelajaran ipa di smp. penelitian ini melibatkan dua kelas (n = 50), yaitu kelompok eksperimen dan kelompok kontrol. kelompok eksperimen menerima pembelajaran berbasis inkuiri terbimbing yang didukung oleh lembar kerja peserta didik (lkpd) berorientasi inkuiri terbimbing, sedangkan kelompok kontrol mengikuti pembelajaran konvensional. literasi sains diukur menggunakan tes berbasis pisa yang diberikan dalam bentuk pretest dan posttest, sedangkan motivasi belajar diukur menggunakan angket motivasi pada kelompok eksperimen. data dianalisis menggunakan normalized gain (n-gain), serta uji statistik yang meliputi uji normalitas, homogenitas, dan uji t sampel independen. hasil penelitian menunjukkan bahwa kedua kelompok mengalami peningkatan literasi sains, namun kelompok eksperimen memperoleh skor n-gain yang lebih tinggi pada seluruh indikator literasi sains (0,33–0,38) dibandingkan kelompok kontrol (0,30–0,33). meskipun demikian, hasil uji t menunjukkan bahwa perbedaan peningkatan literasi sains antara kedua kelompok tidak signifikan secara statistik (t = 0,633; p = 0,530). kondisi ini diduga dipengaruhi oleh kemampuan awal peserta didik yang relatif rendah, ditunjukkan oleh hasil pretest dan posttest yang secara rata-rata masih berada di bawah kkm, serta keterbatasan waktu penerapan pembelajaran yang belum sepenuhnya memungkinkan terjadinya perbedaan capaian yang signifikan secara statistik. analisis motivasi belajar menunjukkan bahwa peserta didik pada kelompok eksperimen mencapai kategori motivasi belajar efektif dengan persentase sebesar 78,83%. temuan ini mengindikasikan bahwa penerapan lkpd berbasis inkuiri terbimbing memiliki potensi pedagogis dalam meningkatkan literasi sains dan motivasi belajar peserta didik, meskipun peningkatan literasi sains belum menunjukkan perbedaan yang signifikan secara statistik. kata kunci: inkuiri terbimbing, literasi sains, motivasi belajar

The development of scientific literacy and learning motivation is a top priority in 21st- century science education, especially amidst limited resources and remote school conditions. This study aims to determine the improvement of scientific literacy and learning motivation of students through the implementation of guided inquiry-based student worksheets (LKPD) in science learning in junior high schools. This study involved two classes (n = 50), namely the experimental group and the control group. The experimental group received guided inquiry-based learning supported by guided inquiry- oriented student worksheets (LKPD), while the control group followed conventional learning. Scientific literacy was measured using a PISA-based test given in the form of a pretest and posttest, while learning motivation was measured using a motivation questionnaire in the experimental group. Data were analyzed using normalized gain (N- gain), as well as statistical tests including normality, homogeneity, and independent sample t-tests. The results showed that both groups experienced an increase in scientific literacy, but the experimental group obtained a higher N-gain score on all scientific literacy indicators (0.33–0.38) compared to the control group (0.30–0.33). However, the t-test results showed that the difference in scientific literacy improvement between the two groups was not statistically significant (t = 0.633; p = 0.530). This condition is thought to be influenced by the relatively low initial abilities of students, indicated by the results of the Pretest and Posttest which on average were still below the KKM, as well as the limited time for implementing learning which did not fully allow for statistically significant differences in achievement. The analysis of learning motivation showed that students in the experimental group achieved the effective learning motivation category with a percentage of 78.83%. This finding indicates that the implementation of LKPD based on guided inquiry has pedagogical potential in improving scientific literacy and student learning motivation, although the increase in scientific literacy has not shown a statistically significant difference. Keywords: Guided Inquiry, Scientific Literacy, Learning Motivation