Implementasi Pembelajaran Mendalam Berbasis STREAM–Project-Based Learning untuk Meningkatkan Literasi Sains Peserta Didik pada Materi Bioteknologi

Muhammad Hasymi Mujaddi; Tri Wahyu Agustina; Dindin Nasrudin

doi:10.24256/tunascendekia.v9i2.12075

Authors

Muhammad Hasymi Mujaddi Program Studi Magister Tadris IPA, Pascasarjana UIN Sunan Gunung Djati Bandung, Indonesia, Indonesia
Tri Wahyu Agustina Program Studi Magister Tadris IPA Pascasarjana UIN Sunan Gunung Djati Bandung, Indonesia
Dindin Nasrudin Program Studi Magister Tadris IPA Pascasarjana UIN Sunan Gunung Djati Bandung, Indonesia

DOI:

https://doi.org/10.24256/tunascendekia.v9i2.12075

Keywords:

pembelajaran mendalam, STREAM, project-based learning, literasi sains, bioteknologi

Abstract

Rendahnya literasi sains peserta didik masih menjadi tantangan dalam pembelajaran IPA, terutama dalam mengembangkan kemampuan menjelaskan fenomena secara ilmiah, merancang dan mengevaluasi penyelidikan, serta menafsirkan data dan bukti ilmiah sebagaimana dituntut dalam kerangka PISA 2025. Salah satu penyebabnya adalah praktik pembelajaran yang masih berorientasi pada penguasaan konsep secara dangkal dan belum sepenuhnya mengimplementasikan karakteristik pembelajaran mendalam (deep learning) yang menekankan pengalaman belajar bermakna, kontekstual, reflektif, dan berpusat pada peserta didik. Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran mendalam melalui pendekatan STREAM–Project-Based Learning (STREAM–PjBL) pada materi bioteknologi serta mengukur peningkatan literasi sains peserta didik berdasarkan indikator literasi sains PISA 2025. Penelitian menggunakan desain pre-eksperimental one group pretest–posttest yang melibatkan 20 siswa kelas IX SMP. Instrumen penelitian berupa enam soal esai yang dikembangkan berdasarkan tiga indikator literasi sains, yaitu kemampuan menjelaskan fenomena secara ilmiah, mengevaluasi dan merancang penyelidikan ilmiah, serta menafsirkan data dan bukti ilmiah. Implementasi pembelajaran dilaksanakan melalui tahapan PDBU (Pikir, Desain, Buat, dan Uji) dengan proyek pembuatan produk bioteknologi konvensional berupa tempe, kombucha, dan virgin coconut oil (VCO). Data dianalisis menggunakan uji normalitas Shapiro–Wilk, paired sample t-test, normalized gain (N-gain), dan effect size Cohen’s d. Hasil penelitian menunjukkan bahwa pembelajaran menghasilkan rata-rata N-gain sebesar 0,84 dengan kategori tinggi. Uji paired sample t-test menunjukkan adanya perbedaan yang signifikan antara skor pretest dan posttest (t(19) = 13,97; p < 0,001) dengan effect size (Cohen’s d) sebesar 3,61, yang termasuk kategori sangat besar. Analisis per indikator menunjukkan peningkatan sangat tinggi pada kemampuan menjelaskan fenomena secara ilmiah (N-gain = 0,95), peningkatan sedang pada kemampuan mengevaluasi dan merancang penyelidikan ilmiah (N-gain = 0,58), serta peningkatan tinggi pada kemampuan menafsirkan data dan bukti ilmiah (N-gain = 0,75). Temuan ini menunjukkan bahwa implementasi pembelajaran mendalam melalui STREAM–PjBL mampu mengoperasionalkan karakteristik pembelajaran mendalam secara sistematis melalui pengalaman belajar berbasis proyek yang autentik, sehingga berkontribusi secara signifikan terhadap peningkatan literasi sains peserta didik. Model pembelajaran ini berpotensi menjadi alternatif pembelajaran IPA yang kontekstual dalam mendukung implementasi kebijakan Pembelajaran Mendalam di Indonesia.

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