Analisis Pengaruh Problem-Based Learning Berbasis Socio-Scientific Issues terhadap Literasi Sains: Systematic Literatur Review
DOI:
https://doi.org/10.53299/jagomipa.v6i2.4115Keywords:
Problem-Based Learning, Socio-Scientific Issues, Scientific Literacy, Systematic Literature ReviewAbstract
Rendahnya skor PISA 2022 siswa Indonesia pada domain sains masih jauh di bawah rata-rata OECD. Kondisi ini menunjukkan lemahnya kemampuan siswa dalam menjelaskan fenomena ilmiah dan mengambil keputusan berdasarkan bukti. Penelitian ini bertujuan menyintesis bukti empiris mengenai pengaruh Problem-Based Learning (PBL) berbasis Socio-Scientific Issues (SSI) terhadap literasi sains melalui Systematic Literature Review (SLR). Prosedur penelitian mengikuti kerangka PRISMA yang meliputi tahap perencanaan, pelaksanaan, dan pelaporan. Penelusuran literatur pada basis data Scopus dan Google Scholar menghasilkan 20 artikel akhir. Kriteria inklusi penelitian ini yaitu artikel jurnal terindeks Sinta 1-4 atau Scopus, terbit antara tahun 2016–2025, serta membahas PBL, SSI, dan literasi sains secara terpadu. Hasil analisis menunjukkan bahwa penelitian mengalami peningkatan pada 2025, didominasi jenjang pendidikan menengah dan metode kuasi-eksperimen. Secara kolektif, temuan menegaskan bahwa penerapan PBL berbasis SSI berpengaruh positif dan signifikan terhadap literasi sains, terutama pada kemampuan menginterpretasikan data dan bukti ilmiah. Penelitian mendatang disarankan untuk memperluas topik SSI di luar dimensi lingkungan, mengintegrasikan inovasi bahan ajar berbasis LMS atau e-modul interaktif, serta mengkaji variabel internal siswa yang memengaruhi keberhasilan pembelajaran PBL berbasis SSI guna menghasilkan temuan yang lebih komprehensif dan dapat digeneralisasi pada skala yang lebih luas.
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