Electronic Theses and Dissertation

Proses pembelajaran yang belum mengoptimalkan tahapan Sistem Pengolahan Informasi (IPS), termasuk perhatian, persepsi, penyimpanan, dan pengambilan kembali, menyebabkan siswa mengalami kesulitan dalam mengolah informasi secara bermakna sehingga kemampuan literasi sains dan motivasi belajar belum berkembang secara optimal. Penelitian ini bertujuan untuk menganalisis pengaruh model Problem Based Learning terintegrasi Sistem Pemprosesan Informasi terhadap literasi sains dan motivasi belajar siswa.Metode yang digunakan adalah kuantitatif dengan desain Pretest-Posttest Control Group Design. Penelitian ini melibatkan siswa kelas eksperimen (PBL terintegasi SPI) dan kelas kontrol (PBL non SPI) di SMA Negeri 2 Banda Aceh. Instrumen penelitian meliputi tes diagnostik literasi sains dan angket motivasi belajar. Teknik analisis data menggunakan uji Multivariate Analysis of Variance (Manova) dan analisis korelasi berbantuan SPSS. Hasil analisis Manova menunjukkan bahwa model PBL terintegrasi SPI berpengaruh signifikan secara simultan terhadap literasi sains dan motivasi belajar siswa (Wilks' Lambda = 0,205; F = 118,585; p < 0,001). Analisis lanjutan menunjukkan bahwa model pembelajaran juga berpengaruh signifikan terhadap literasi sains (F = 106,925; p < 0,001) dan motivasi belajar (F = 95,806; p < 0,001). Dengan demikian, dapat disimpulkan bahwa model PBL terintegrasi SPI efektif meningkatkan kemampuan literasi sains dan menumbuhkan motivasi belajar siswa.

The learning process that has not optimized the stages of the Information Processing System (IPS), including attention, perception, storage, and retrieval, causes students to experience difficulties in processing information meaningfully so that scientific literacy skills and learning motivation have not developed optimally. This study aimed to examine the effect of Problem-Based Learning (PBL) integrated with Information Processing Theory on students' scientific literacy and learning motivation. This study employed a quantitative approach using a Pretest–Posttest Control Group Design. The participants consisted of an experimental class that received PBL integrated with Information Processing Theory and a control class that received conventional PBL at SMA Negeri 2 Banda Aceh. The research instruments included a scientific literacy test and a learning motivation questionnaire. Data were analyzed using Multivariate Analysis of Variance (MANOVA) and correlation analysis with the assistance of SPSS software. The MANOVA results indicated that PBL integrated with Information Processing Theory had a significant simultaneous effect on students' scientific literacy and learning motivation (Wilks' Lambda = 0.205; F = 118.585; p < 0.001). Further analysis revealed that the instructional model also had a significant effect on scientific literacy (F = 106.925; p < 0.001) and learning motivation (F = 95.806; p < 0.001). Therefore, it can be concluded that PBL integrated with Information Processing Theory is effective in improving students' scientific literacy and enhancing their learning motivation.