ANALISIS KEMAMPUAN SCIENTIFIC LITERACY SISWA SMA TERHADAP SOAL-SOAL PISA PADA MATERI VIRUS DAN BAKTERI

ABSTRAK Penelitian ini bertujuan untuk menganalisis kemampuan scientific literacy siswa SMA terhadap soal-soal PISA released items-reading and science berdasarkan framework PISA pada “Aspek Proses” segi literasi sains dan literasi membaca pada konten biologi materi “Virus dan Bakteri”. Penelitian ini termasuk penelitian deskriptif dengan pendekatan kuantitatif. Instrumen yang digunakan adalah soal PISA tahun 2000, 2006, dan 2015 yang sudah dirilis (instrumen utama) serta soal biologi kurikulum sekolah (instrumen pembanding), angket, dan wawanara. Penelitian mulai dilaksanakan pada bulan Februari 2020 dan diawali dengan pelaksanakan uji coba penelitian yang dilakukan di sekolah (A). Subjek pada penelitian ini adalah siswa di SMA (B) dan (C) kelas 10, 11, dan 12 dengan karakteristik kurikulum sekolah yang berbeda, sekolah (B) dengan kurikulum 2013 dan sekolah (C) dengan kurikulum Cambridge. Pengambilan sampel dilakukan dengan menggunakan metode convenience sampling. Hasil penelitian menunjukkan bahwa kemampuan literasi saintifik siswa sekolah B menghasilkan: 80% (kelas 10), 81% (kelas 11) dan 75% (kelas 12) kategori “Tinggi”, sekolah C menghasilkan: 47% (kelas 10), 51% (kelas 11) dan 55% (kelas 12) kategori “Sangat Rendah”. Hasil siswa dalam soal biologi kurikulum 2013 sekolah (B) termasuk ke dalam kategori “Sangat Tinggi”, sedangkan sekolah (C) yang menggunakan kurikulum Cambridge termasuk ke dalam kategori “Rendah”. Perolehan kemampuan literasi saintifik yang termasuk kategori “Tinggi” ternyata sejalan dengan pengalaman siswa dalam pembelajaran di sekolah yang secara keseluruhan menggunakan metode PBL (Problem Based Learning), sedangkan perolehan kemampuan literasi saintifik yang termasuk kategori “Rendah” ternyata kurang sejalan dengan pengalaman siswa dalam pembelajaran di sekolah yang secara keseluruhan menggunakan metode PjBL (Project Based Learning). Kata Kunci: Scientific literacy, PISA, Aspek Proses ABSTRACT This study aims to analyze the scientific literacy skills of high school students on PISA released items-reading and science questions based on the PISA framework on the "Process Aspects" in terms of scientific literacy and reading literacy on the biological content of the material "Viruses and Bacteria". This research is a descriptive study with a quantitative approach. The instruments used were PISA questions in 2000, 2006, and 2015 which have been released (main instrument) as well as school curriculum biology questions (comparative instruments), questionnaires, and interviews. The research began to be carried out in February 2020 and began with conducting research trials conducted in schools (A). The subjects in this study were students in SMA (B) and (C) grades 10, 11, and 12 with different school curriculum characteristics, school (B) with the 2013 curriculum and school (C) with the Cambridge curriculum. Sampling was carried out using convenience sampling method. The results showed that the scientific literacy skills of school B students resulted in: 80% (grade 10), 81% (grade 11) and 75% (grade 12) in the "High" category, school C resulted in: 47% (grade 10), 51% (grade 11) and 55% (grade 12) in the "Very Low" category. The students' results in the 2013 school curriculum biology questions (B) were included in the "Very High" category, while schools (C) that used the Cambridge curriculum were included in the "Low" category. Acquisition of scientific literacy skills which is included in the "High" category is in line with the experience of students in learning in schools which as a whole uses the PBL (Problem Based Learning) method, while the acquisition of scientific literacy skills which is included in the "Low" category turns out to be less in line with students' experiences in learning. in schools that as a whole use the PjBL (Project Based Learning) method. Keywords: Scientific literacy, PISA, Process Aspect