Pengaruh Model TPS Berbantuan Multimedia Interaktif Terhadap Literasi Sains pada Pembelajaran Mendalam
DOI:
https://doi.org/10.67686/didaktika.v10i3.2508Abstract
Scientific literacy is essential for success in addressing various 21st-century challenges. However, the 2022 PISA survey results indicate that Indonesian students' scientific literacy skills remain low and exhibit a declining trend. This study aims to determine the influence of the Think-Pair-Share (TPS) model within a deep learning framework, assisted by interactive multimedia, on students' scientific literacy. The research employs a pre-experimental design using a One-Group Pretest-Posttest approach. The subjects consisted of 42 seventh-grade students from class VIIC at SMPN 1 Gianyar during the 2025/2026 academic year. Scientific literacy data were collected using a test adapted from the Test of Scientific Literacy Skills (TOSLS). Data analysis was performed using a paired samples t-test, contingent upon a normal distribution. Normality test results yielded a significance level greater than 0.05, confirming that the data were normally distributed. N-Gain analysis indicated an improvement of 0.49, which is categorized as medium. Furthermore, the paired samples t-test revealed a Sig. (2-tailed) value of 0.000 < 0.05, demonstrating that the implementation of the TPS model assisted by interactive multimedia has a significant effect on improving students' scientific literacy. Consequently, this instructional approach effectively enhances students' scientific literacy within deep learning contexts.
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