Pengembangan Assessmen Untuk Mengukur Kemampuan Literasi Sains Pada Materi Interaksi Makhluk Hidup Dengan Lingkungannya Di SMP Se-Kota Bengkulu

DOI:
https://doi.org/10.35719/vektor.v2i2.33Keywords:
Pengembangan Assessment, Literasi SainsAbstract
Abstrak
Penelitian ini bertujuan untuk mengembangkan assessmen untuk mengukur kemampuan literasi sains pada materi interaksi makhluk hidup dengan lingkungannya. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan yang teridiri dari 8 langkah, yaitu penelitian dan pengumpulan informasi awal, perencanaan, pengembangan format produk awal, uji coba skala kecil, revisi produk, uji coba awal, dan produk akhir. Subjek uji coba dalam penelitian dan pengembangan ini adalah subjek ahli, yaitu ahli assessmen, ahli materi dan ahli bahasa, serta subjek siswa kelas VII SMPN se-Kota Bengkulu sebagai pengguna produk. Data dianalisis secara deskriptif kualitatif dan kuantitatif. Kelayakan assessmen oleh tiga ahli validator yang dikembangkan pada aspek assessmen sebesar 89%, aspek materi sebesar 92%, dan aspek bahasa 92%, secara keseluruhan dinyatakan sangat layak dengan ratarata sebesar 91%. Hal ini menunjukkan bahwa assessmen literasi sains untuk mengkur kemampuan literasi sains dinyatakan sangat layak digunakan untuk mengukur tingkat kemampuan literasi sains peserta didik.
ABSTRACT
This study aims to develop an assessment to measure scientific literacy skills in the interaction of living things with their environment. The research method used is a research and development method consisting of 8 steps, namely research and initial information collection, planning, initial product format development, small-scale trials, product revisions, initial trials, and final products. The trial subjects in this research and development are expert subjects, namely assessment experts, material experts and linguists, as well as the subjects of class VII SMPN students in Bengkulu City as product users. Data were analyzed descriptively qualitatively and quantitatively. The feasibility of the assessment by three validator experts developed in the assessment aspect of 89%, material aspect of 92%, and language aspect of 92%, all of which were declared very feasible with an average of 91%. This shows that the scientific literacy assessment to measure scientific literacy ability is stated to be very suitable to be used to measure the level of students' scientific literacy ability.
References
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