Pengaruh Model Pembelajaran RADEC berbasis STEAM terhadap Literasi Sains Siswa Kelas IV Sekolah Dasar

Abstract

The low level of science literacy among students encourages this research because there is a need for learning that can relate science to everyday phenomena. This study aims to determine the effect of the STEAM-based RADEC learning model on the science literacy of fourth grade elementary school students. This study used a quasi-experimental design with a post-test only control group design. A random sampling technique was used to take a sample consisting of 51 students: 27 students in the experimental class and 24 students in the control class. A multiple choice test with 20 items is used to measure students' science literacy abilities. The results of the test data collection were then calculated and analyzed using the t-test formula with the help of the SPSS version 26 program. The results of the hypothesis test showed a significance value of 0.000 <0.05, so H1 was accepted, which means that there was a significant influence between students who were taught with the STEAM-based RADEC learning model and students who were not taught with the STEAM-based RADEC learning model. The mean post-test for science literacy in the experimental class was 88, which was 78 for the control class. This means that the STEAM-based RADEC learning model has a significant effect on the science literacy of fourth grade elementary school students.

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“…Model ini telah terbukti mampu meningkatkan pemahaman konsep dan komunikasi siswa serta kemampuan proses sains siswa (Putri & Zulfadewina, 2023). Model pembelajaran RADEC ini juga mendorong siswa dalam sikap saling berkolaborasi, serta saling membantu untuk meningkatkan keterampilan individu, kelompok, komitmen serta menciptakan hubungan baik terhadap siswa yang lain (Wahyuni et al,2022); (Kelana, dkk, 2022).…”

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“…Berdasarkan hasil TIMSS 3 tahun terakhir Indonesia masih menduduki peringkat bawah dibandingkan negara-negara tetangga dan Indonesia mendapatkan rata-rata skor dibawah skor rata-rata internasional. Hal ini yang menjadi salah satu indikator bahwa keberhasilan kemampuan matematika di Indonesia dinilai masih rendah (Putri & Zulfadewina, 2023). Dalam TIMSS Assessment Framework ada dua domain yang diujikan dalam soal TIMSS yaitu domain konten dan domain kognitif.…”