Fajarwati, Lusy (2025) Desain pembelajaran inkuiri terbimbing untuk meningkatkan literasi halal dan keterampilan berpikir kritis peserta didik pada materi zat aditif. Masters thesis, UIN Sunan Gunung Djati Bandung.
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Abstract
INDONESIA: Kurikulum IPA di Indonesia telah mengarah pada pengembangan HOTS, namun dalam praktiknya, pembelajaran masih fokus pada hafalan dan pemahaman dasar, sementara literasi halal yang penting untuk keamanan pangan dan pemilihan produk halal, belum diintegrasikan. Penelitian ini bertujuan untuk mengembangkan desain pembelajaran IPA berbasis inkuiri terbimbing yang mengintegrasikan literasi halal dan keterampilan berpikir kritis pada materi zat aditif. Metode yang digunakan adalah research and development (R&D) dengan model ADDIE. Hasil uji validitas Aiken’s V menunjukkan validitas sangat tinggi untuk modul ajar (0,943), soal pretest/posttest (0,972), dan lembar observasi (0,906). Uji coba instrumen menunjukkan reliabilitas soal sebesar 0,897 dengan jumlah soal yang valid sebanyak 24 soal. Implementasi pembelajaran di kelas menunjukkan keterlaksanaan yang sangat tinggi, rata-rata 94,67% dari 2 pertemuan. Terjadi peningkatan yang signifikan pada nilai pretest dan postest literasi halal dan keterampilan berpikir kritis. Nilai literasi halal meningkat dari 57,13 menjadi 90,63, dan keterampilan berpikir kritis meningkat dari 55,83 menjadi 86,87. Hasil analisis korelasi menunjukkan kontribusi keterampilan berpikir kritis sebesar 26,9% terhadap peningkatan literasi halal. Respon peserta didik positif dengan skor rata-rata 80,35%, yang menunjukkan hasil yang baik dari desain pembelajaran ini. Disarankan agar guru mengintegrasikan literasi halal dan keterampilan berpikir kritis dalam pembelajaran IPA untuk menciptakan pengalaman belajar yang lebih sesuai dengan kebutuhan siswa dan konteks kehidupan sehari-hari. ENGLISH: The Indonesian science curriculum has emphasized the development of higher-order thinking skills (HOTS); however, classroom practices remain largely centered on memorization and basic comprehension. At the same time, halal literacy—which plays a critical role in ensuring food safety and guiding halal product choices—has not yet been integrated into science learning. This study aimed to develop a guided inquiry–based instructional design that incorporates halal literacy and critical thinking skills in the topic of food additives. Employing a research and development (R&D) approach with the ADDIE model, the study demonstrated very high validity levels, as measured by Aiken’s V, for the teaching module (0.943), pretest/posttest instruments (0.972), and observation sheets (0.906). Reliability testing yielded a coefficient of 0.897, with 24 valid test items. Classroom implementation showed a high level of feasibility, averaging 94.67% across two sessions. Significant improvements were observed in both halal literacy and critical thinking skills, with halal literacy scores increasing from 57.13 to 90.63 and critical thinking scores from 55.83 to 86.87. Correlation analysis further revealed that critical thinking skills contributed 26.9% to the improvement of halal literacy. Student responses were positive, with an average rating of 80.35%, indicating the effectiveness of the developed instructional design. These findings suggest that integrating halal literacy and critical thinking into science education can foster more meaningful and contextually relevant learning experiences for students.
Item Type: | Thesis (Masters) |
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Uncontrolled Keywords: | pembelajaran inkuiri terbimbing; literasi halal; berfikir kritis; zat adiktif |
Subjects: | Educational Institutions, Schools and Their Activities > Project Methods Education, Research Biology > Education, Research, Related Topics of Biology |
Divisions: | Pascasarjana Program Magister > Program Studi Tadris Ilmu Pengetahuan Alam |
Depositing User: | Lusy Fajarwati |
Date Deposited: | 23 Sep 2025 08:16 |
Last Modified: | 25 Sep 2025 01:11 |
URI: | https://digilib.uinsgd.ac.id/id/eprint/121804 |
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