Profil Literasi Sains dan Sustainability Awareness Siswa dalam Pembelajaran IPA di Madrasah Tsanawiyah

Abstract

Literasi sains siswa di Indonesia masih berada pada tingkat yang memerlukan perhatian, sementara sustainability awareness belum sepenuhnya diwujudkan melalui perilaku dalam kehidupan sehari-hari. Penelitian ini bertujuan menggambarkan profil literasi sains dan sustainability awareness siswa dalam pembelajaran IPA di Madrasah Tsanawiyah. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan subjek sebanyak 34 siswa kelas VII. Data diperoleh melalui tes literasi sains, lembar observasi LKPD, angket, serta lembar observasi sustainability awareness menggunakan skala Likert. Analisis dilakukan secara deskriptif melalui perhitungan persentase dan nilai rata-rata setiap indikator berdasarkan kriteria yang telah ditetapkan. Hasil penelitian menunjukkan bahwa mayoritas siswa memiliki literasi sains pada kategori sangat rendah (56%). Kondisi tersebut terutama tampak pada kemampuan menjelaskan fenomena ilmiah dan merancang penyelidikan, sedangkan kemampuan menafsirkan data relatif lebih baik. Sustainability awareness siswa berada pada kategori sedang, ditunjukkan oleh rata-rata 65,65% pada pernyataan positif dan 51,29% pada pernyataan negatif. Temuan ini mengindikasikan adanya kesenjangan antara pengetahuan, sikap, dan perilaku siswa dalam menerapkan prinsip keberlanjutan. Oleh karena itu, pembelajaran IPA perlu mengintegrasikan literasi sains dan pendidikan keberlanjutan secara kontekstual melalui isu nyata, aktivitas aktif, refleksi, serta keterkaitan dengan kehidupan sehari-hari. Penelitian selanjutnya dapat melibatkan sampel yang lebih luas, menggunakan pendekatan campuran, dan menganalisis faktor yang memengaruhi perubahan perilaku siswa.

Kata Kunci:

Literasi Sains; Sustainability Awareness; Pembelajaran IPA

Profile of Students’ Science Literacy and Sustainability Awareness in Science Learning at Islamic Junior High Schools

ABSTRACT

Students' scientific literacy in Indonesia remains at a level that requires attention, while sustainability awareness has not been fully realised through behaviour in daily life. This study aims to describe the profile of students' scientific literacy and sustainability awareness in science learning at a Madrasah Tsanawiyah. The study employed a quantitative descriptive approach, with 34 seventh-grade students as research subjects. Data were obtained through a scientific literacy test, student worksheet (LKPD) observation sheets, a questionnaire, and a sustainability awareness observation sheet using a Likert scale. The analysis was conducted descriptively through the calculation of percentages and mean scores for each indicator based on predetermined criteria. The results showed that the majority of students had scientific literacy in the very low category (56%). This condition was particularly evident in the ability to explain scientific phenomena and design investigations, whereas the ability to interpret data was relatively better. Students' sustainability awareness was in the moderate category, indicated by an average of 65.65% for positive statements and 51.29% for negative statements. These findings indicated a gap between students' knowledge, attitudes, and behaviour in applying sustainability principles. Therefore, science learning needs to integrate scientific literacy and sustainability education contextually through real issues, active engagement, reflection, and connections to everyday life. Future research could involve a broader sample, adopt a mixed-methods approach, and analyse the factors influencing changes in student behaviour.