Differential Improvement of Scientific Literacy Indicators through Citizen Science Project-Based Learning in Higher Education
DOI:
https://doi.org/10.24252/jb.v14i1.66494Kata Kunci:
citizen science project, differential improvement, higher education, project based learning, scientific literacyAbstrak
Penelitian ini bertujuan menganalisis peningkatan diferensial pada setiap indikator literasi sains mahasiswa setelah penerapan model pembelajaran Citizen Science Project di pendidikan tinggi. Penelitian menggunakan pendekatan kuantitatif dengan desain satu kelompok pretest–posttest. Subjek penelitian terdiri atas 40 mahasiswa program studi Keselamatan dan Kesehatan Kerja yang menempuh mata kuliah Anatomi dan Fisiologi Manusia. Instrumen penelitian berupa tes literasi sains berbasis delapan indikator yang mencakup identifikasi argumen ilmiah, evaluasi informasi ilmiah, pemahaman desain penelitian, representasi dan interpretasi data, keterampilan kuantitatif, statistik dasar, serta inferensi berbasis bukti. Data dianalisis secara deskriptif untuk mengidentifikasi pola peningkatan pada setiap indikator. Hasil penelitian menunjukkan bahwa rerata skor literasi sains meningkat dari 51,72 pada pretest menjadi 82,81 pada posttest. Peningkatan tertinggi terjadi pada indikator memahami dan menafsirkan statistik dasar (98,36%), diikuti inferensi berbasis data kuantitatif (80,52%) dan interpretasi grafik (80,26%). Indikator evaluasi penggunaan dan penyalahgunaan informasi ilmiah menunjukkan peningkatan paling rendah (32,08%). Temuan ini menunjukkan bahwa model pembelajaran Citizen Science Project efektif dalam memperkuat dimensi literasi sains berbasis data dan penalaran kuantitatif, dengan pola peningkatan yang berbeda pada setiap indikator.
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Referensi
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Hak Cipta (c) 2026 Asih Luklu Susiati, Andi Asmawati Azis, Muis Abd, Syamsiah Syamsiah, Muhiddin Palennari, Ismail Ismail
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