Electronic Theses and Dissertation

Penelitian ini bertujuan untuk menganalisis penerapan elektronik lembar kerja peserta didik (e-lkpd) melalui model problem based learning (pbl) berbasis deep learning dalam meningkatkan kemampuan literasi sains dan pemahaman konsep fisika siswa pada materi energi alternatif. penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experiment tipe nonequivalent control group design. sampel penelitian terdiri atas dua kelas x di sma negeri 1 nisam antara, yaitu kelas eksperimen (30 siswa) yang menggunakan e-lkpd melalui model pbl berbasis deep learning dan kelas kontrol (30 siswa) yang menggunakan pembelajaran langsung. instrumen penelitian berupa tes literasi sains berbentuk esai dan tes pemahaman konsep berbentuk pilihan ganda yang telah diuji validitas dan reliabilitasnya. analisis data dilakukan menggunakan uji independent samples t-test dan uji mann–whitney. hasil penelitian menunjukkan bahwa kemampuan literasi sains siswa pada kelas eksperimen mengalami peningkatan dengan nilai rata-rata n-gain sebesar 0,77 (kategori tinggi), sedangkan kelas kontrol sebesar 0,54 (kategori sedang). hasil uji independent samples t-test menunjukkan nilai signifikansi sebesar 0,000 < 0,05, yang berarti terdapat perbedaan peningkatan yang signifikan antara kedua kelas. kemampuan pemahaman konsep siswa juga menunjukkan perbedaan yang signifikan berdasarkan hasil uji mann–whitney dengan nilai signifikansi sebesar 0,000 < 0,05, serta nilai mean rank kelas eksperimen (44,17) lebih tinggi dibandingkan kelas kontrol (16,83). nilai n-gain pada kelas eksperimen berada pada kategori tinggi pada seluruh indikator, sedangkan kelas kontrol berada pada kategori rendah hingga sedang. selain itu, keterlaksanaan pembelajaran memperoleh persentase rata-rata sebesar 90,8% dengan kategori sangat baik, serta respon siswa menunjukkan kategori sangat positif. penelitian ini menyimpulkan bahwa penerapan e-lkpd melalui model problem based learning berbasis deep learning efektif dalam meningkatkan kemampuan literasi sains dan pemahaman konsep fisika siswa.

Physics learning still faces various challenges, particularly in improving students’ scientific literacy and conceptual understanding, which tend to be low. This study aims to analyze the implementation and effect of Electronic Student Worksheets (E-LKPD) through a Problem Based Learning (PBL) model based on Deep Learning in improving students’ scientific literacy and physics conceptual understanding. This research employed a quantitative approach with a quasi-experimental design using the Nonequivalent Control Group Design. The sample consisted of two classes: an experimental class that used E-LKPD through the PBL model based on Deep Learning and a control class that used direct instruction. The research instruments included a scientific literacy essay test and a multiple-choice conceptual understanding test that had been validated and tested for reliability. Data were analyzed using the Independent Samples t-Test and the Mann–Whitney test. The results showed that students’ scientific literacy in the experimental class improved with an average N-gain score of 0.77 (high category), while the control class obtained 0.54 (medium category). The Independent Samples t-Test showed a significance value of 0.000 < 0.05, indicating a significant difference between the two classes. Students’ conceptual understanding also showed a significant difference based on the Mann–Whitney test with a significance value of 0.000 < 0.05, where the mean rank of the experimental class (44.17) was higher than that of the control class (16.83). The N-gain in the experimental class was categorized as high across all indicators, while the control class ranged from low to medium. In addition, the implementation of learning reached an average percentage of 90.8% (very good category), and students’ responses were categorized as very positive. In conclusion, the implementation of E-LKPD through the Problem Based Learning model based on Deep Learning is effective in improving students’ scientific literacy and physics conceptual understanding.