PENGEMBANGAN MODEL SIKLUS BELAJAR BERBASIS POSITIVE LEARNING ENVIRONMENT SIBELPOLEN) DALAM PEMBELAJARAN IPA UNTUK MENINGKATKAN LITERASI SAINS SISWA SD/MI

Penelitian ini mengembangkan model siklus belajar berbasis positive learning Environment (Sibelpolen) dalam Pembelajaran IPA untuk meningkatkan literasi sains siswa MI/SD yang disusun dalam bentuk tahapan desain pembelajaran. Tujuan penelitian ialah 1) Menghasilkan desain model Sibelpolen dalam Pembelajaran IPA untuk siswa SD/MI, 2) Mengetahui efektifitas dan kelayakan model sibelpolen dalam meningkatkan literasi sains siswa 3) Implementasi model sibelpolen dalam pembelajaran IPA di kelas. Metode penelitian yang digunakan adalah penelitian pengembangan model (RnD), dengan mengkombinasikan model Borg & Gall (1993) dan ASSURE (Smaldino, 2011) menjadi beberapa kategori, yaitu : 1) Studi Pendahuluan; studi literatur dan lapangan; 2) Perencanaan Pengembangan; analisis Pembelajar dan Penetapan tujuan; 3) Pemilihan & Penggunaan metode, media dan materi; 4) Pengembangan Model yang membutuhkan validasi ahli, uji coba kecil, uji coba kelompok hingga evaluasi produk final; 5) Implementasi model di kelas. Adapun subjek penelitian 57 siswa kelas V SD dari MI An-Nur dan MI PGM, dengan tehnik pengumpulan data menggunakan observasi, interview, kuesioner dan tes. Sedangkan analisa datanya menggunakan deskriptif kualitatif dan untuk analisis kuantitatif menggunakan uji validasi teoritis dan empiris. Dalam need assessment diperoleh hasil analisis berupa tes literasi sains siswa sebesar 85,7% siswa belum mampu menjawab latihan soal literasi. Adapun hasil penelitian meliputi: 1) Desain model pembelajaran IPA sibelpolen dalam bentuk sintaks pengajaran 8E (elicit, encourage, engagement, exploration, explanation, elaboration, evaluation& enjoyable reflection, 2) Model Sibelpolen layak digunakan dan cukup efektif dalam meningkatkan literasi sains siswa SD/MI dibuktikan melalui validasi ahli (teoritis) dan empiris, Hasil uji validasi Ahli memenuhi kriteria layak digunakan setelah revisi kecil dengan kriteria baik (rerata 3,4) untuk validasi modul Sibelpolen & materi literasi sains, sedangkan untuk validasi model memperoleh kriteria sangat baik (rerata 3,65). Hasil uji validasi empiris melalui uji t paired sample pretes-postes pada uji coba terbatas diperoleh rerata N-gain sebesar 58%, Uji coba Diperluas I sebesar 37%, dan uji coba Diperluas II sebesar 56% dengan kategori cukup efektif, 3) Hasil implementasi model sibelpolen dalam pembelajaran IPA diterapkan dalam 3 tahap yaitu kegiatan awal (elicit&encourage), kegiatan inti (engagement, exploration, explanation, elaboration) dan kegiatan akhir (evaluation&enjoyable reflection) melalui aktifitas menulis pengalaman menyenangkan. Kesimpulannya ialah model Sibelpolen dalam Pembelajaran IPA, terbukti mampu meningkatkan literasi sains siswa secara signifikan dan cukup efektif pada siswa kelas 5 MI di Kota Cirebon. This study developed a model of learning cycle based on positive learning Environment (Sibelpolen) in Science Learning to improve the science literacy of MI/SD students which is prepared in the form of learning design stages. The purpose of this study : to Produce a model design of learning cycle based positive learning environment (sibelpolen) in science learning of elementary school students, 2) to find out the effectiveness and feasibility of the sibelpolen model in improving students' scientific literacy 3) Implementation of sibelpolen models in science learning in the classroom. The research method used is model development research (RnD), by combining Borg &Gall (1993) and ASSURE (Smaldino, 2011) models into several categories : 1) Preliminary Study; literature & field studies; 2) Development Planning; Learner analysis & Goal setting; 3) Selection & Use of methods, media and materials; 4) Development of Models requiring expert validation, small trials, group trials to final product evaluation; 5) Implementation of the model in the class. The research subjects were 57 grade 5 elementary school students from MI An-Nur and MI PGM, with collecting data techniques using observations, interviews, questionnaires and tests. While the data analysis uses qualitative descriptive and for quantitative analysis using theoretical and empirical validation tests. In the need assessment of preliminary study obtained the results of analysis in the form of science literacy tests students of 85.7% of students have not been able to answer the practice of science literacy. The results of the study include: 1) Design of science learning model sibelpolen in the form of teaching syntax 8E (elicit, encourage, engagement, exploration, explanation, elaboration, evaluation &enjoyable reflection 2) Sibelpolen model is feasible and effective to improving the science literacy of elementary school students proven through expert validation (theoretical) and empirical, Expert validation test results meet criteria worthy of use after small revisions with good criteria (3.4) for validation of Sibelpolen modules &science literacy materials, while for validation models obtain excellent criteria (3.65). From empirical validation test results through t paired sample pretes-postes test in limited trials obtained average N-gain of 58%, Extended Trial I by 37%, and Extended trial II by 56% with fairly effective category, 3) The results of the implementation sibelpolen model in science learning are applied in 3 stages, the initial activity (elicit&encourage), core activities (engagement, exploration, explanation, elaboration) and final activities (evaluation &enjoyable reflection) through fun experience writing activities. The conclusion is sibelpolen model in science learning, proven to be able to improve student science literacy significantly and effectively in grade 5 MI students in Cirebon