Context issue in science learning can be referred as one of the solutions to improve students’ science literacy e.g. the socio-scientific issues. The socio-scientific context is presented in a problem where scientific knowledge and social awareness arise in mental conflicts that require science literacy to make responsible decisions. In addition, using problems in learning can provide opportunities for students to apply their knowledge in solving problems. Therefore, this paper discusses the usage of socio-scientific context in problem based learning to enhance students’ science literacy. We show that problem-based learning with the socio-scientific issue can improve students’ science literacy. Using socio-scientific issue makes it easier for students to make explanations of scientific phenomena.

Tujuan dari penelitian ini adalah memperoleh gambaran penerapan model pembelajaran berbasis proyek pada materi pencemaran lingkungan yang dapat meningkatkan Literasi STEM siswa SMA serta memperoleh gambaran peningkatan Literasi STEM siswa setelah implementasi model pembelajaran berbasis proyek. Penelitian ini menggunakan metode kuantitatif menggunakan desain penelitian quasi eksperimental dengan rancangan The Matching only Pretest-Posttest Control Group Design. Subjek pada penelitian ini adalah siswa kelas X SMAN 1 Cigombong dengan pengambilan menggunakan dua kelompok subjek dengan menggunakan teknik purposive sampling. Sampel kelas eksperimen berjumlah 35 orang dan kelas kontrol berjumlah 36 orang sehingga keseluruhan subjek penelitian berjumlah 71 orang. Keterlaksanaan pembelajaran diobservasi menggunakan lembar observasi aktifitas guru dan siswa. Hasil Literasi STEM setiap kelompok diukur dengan menggunakan tes pilihan ganda berjumlah 25 soal yang memuat indikator literasi STEM. Respon siswa terhadap model pembelajaran dijaring dengan menggunakan angket skala likert. Dari hasil analisis observasi diperoleh bahwa keterlaksanaan pembelajaran berlangsung dengan sangat baik, prosentase keaktifan siswa juga menunjukkan hasil sangat baik. Hasil analisis data diketahui bahwa pencapaian rerata N_Gain Literasi STEM pada kelas eksperimen termasuk kategori sedang. Sedangkan kelas kontrol memperoleh pencapaian literasi STEM termasuk dalam kategori rendah. Hasil Uji beda t-test menunjukkan bahwa perolehan STEM literasi lebih baik dibandingkan dengan kelas kontrol. Sebagian besar siswa memberikan tanggapan positif terhadap model pembelajaran berbasis proyek, mereka merasa senang, puas dan meningkatkan motivasi dalam belajar.   Kata Kunci:     Literasi STEM, Pembelajaran Berbasis Proyek, Pencemaran Lingkungan

This study aims to analyze the middle school of science the textbook based on science literacy. We used descriptive analysis to explore the domain of science literacy at 3 middle science textbooks. Observation Sheet that contain the domain of science literacy (adopted from Chiappetta, Fillman & Sethna) is used to capture the present category of science literacy (body of knowledge, way of investigating, way of thinking, and interaction of science, technology and society) in any textbook. The results showed that middle school science textbooks have not yet provide a balance between body of knowledge, way of Investigating, way of thinking, and interaction of science, technology and society. The Middle science textbooks still dominate with science as a way of knowledge. Middle School science textbook that used to support science teaching should be provide balance on all four aspects of science literacy. Therefore, The development that focusing on middle school science textbooks based on science literacy need to be implemented.

Literasi sains siswa Indonesia masih rendah dan buku yang selama ini digunakan belum melatih siswa untuk memahami hakekat sains. Oleh karena itu, literasi sains siswa perlu ditingkatkan melalui bahan ajar yang menyajikan fenomena alam dan permasalahan yang terjadi di sekitar siswa. Tujuan penelitian adalah mengembangkan bahan ajar bermuatan konteks kelautan untuk meningkatkan literasi sains siswa. Penelitian ini merupakan pengembangan dengan metode four step material teaching development. Efektivitas bahan ajar bermuatan konteks kelautan terhadap peningkatan literasi sains siswa dilakukan melalui pretest dan posttest literasi sains kepada 30 siswa kelas VII SMP Agribinta Kabupaten Cianjur. Pengumpulan data menggunakan: 1) lembar validasi ahli untuk menentukan kelayakan bahan ajar; 2) tes keterpahaman untuk menentukan pemahaman siswa terhadap bahan ajar; 3) tes literasi sains untuk menentukan literasi sains siswa, dan 4) angket untuk menjaring sikap siswa terhadap bahan ajar. Data yang diperoleh selanjutnya dianalisis secara deskriptif kuantitatif. Data pretest dan posttest dihitung N-gain kemudian dikategorisasikan. Hasil penelitian menunjukkan: 1) hasil validasi ahli diperoleh nilai rata-rata 3,85, 2) bahan ajar bermuatan konteks kelautan dapat meningkatkan literasi sains siswa dengan rata-rata hasil pretest sebesar 32,00; posttest sebesar 60,70; N-gain sebesar 42,11% (kategori sedang), serta 3) sikap sains siswa termasuk kategori tinggi.

One of the weaknesses of secondary science teachers today is the lack of ability to develop integrated science learning. A descriptive study, followed by a developmental research has been done to determine the factors that caused the weakness, and to find the right solution. In addition, this research involving 25 teachers as subject, has also examined how far the treatment was able to overcome the problems. The descriptive research showed that almost all of the teachers were not skillful enough to teach integrated science. This was due to the teachers' background, in which not all of them studied the integrated science education. Most of them came from biology, physics and chemistry education. They have actually attended the training (arranged by a government) on integrated science teaching, but it apparently has not succeeded. The eight steps of learning approach has been developed and implemented along the training were: (1) Building common perception on science literacy; (2) integrated science analysis based on current curriculum and lesson analysis; (3) presentation; (4) designing lesson plan in groups; (5) simulation; (6) designing lesson plan individually; (7) evaluation-reflection; and (8) rewards. After the treatment, the teacher's ability to develop the lesson plans as well as the understanding of integrated science concepts eventually improved much better. Only three teachers have to follow remedial in making lesson plan since they could not meet the requirements.