PENGARUH FLIPPED CLASSROOM TERINTEGRASI CASE-BASED LEARNING TERHADAP LITERASI BIOLOGI MURID PADA MATERI SISTEM REPRODUKSI

EVIFA LUTFIAH SYA'BANI CHOIRUNISA, . (2026) PENGARUH FLIPPED CLASSROOM TERINTEGRASI CASE-BASED LEARNING TERHADAP LITERASI BIOLOGI MURID PADA MATERI SISTEM REPRODUKSI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Literasi biologi murid dalam kurikulum merdeka belajar masih menunjukkan kategori rendah hingga sangat rendah pada materi sistem reproduksi yang menuntut keterkaitan materi dengan isu nyata sehari-hari. Kondisi ini menunjukkan ketidakmampuan murid untuk menyelesaikan masalah yang memerlukan pemahaman dan analisis suatu topik. Penelitian ini menelaah pengaruh pendekatan pembelajaran flipped classroom terintegrasi case-based learning terhadap kemampuan literasi biologi murid pada materi sistem reproduksi. Penelitian dilaksanakan pada bulan Februari 2026 di SMA kota Depok, dengan metode quasi-eksperimen, menggunakan desain pretest-posttest nonequivalent control group. Penelitian menggunakan sampel dengan jumlah 31 murid perkelompok. Instrumen tes berupa tes kemampuan literasi biologi dengan 25 butir soal pilihan ganda. Hasil penelitian menggunakan ANCOVA memperlihatkan nilai rata-rata posttest pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol yang menunjukkan bahwa integrasi flipped classroom dan case-based learning berpengaruh terhadap kemampuan literasi biologi murid pada materi sistem reproduksi. Demikian dapat disimpulkan bahwa pengintegrasian flipped classroom dan case-based learning dapat menjadi upaya guna meningkatkan literasi biologi. ***** Students' biological literacy in the independent learning curriculum still falls into a low to very low category for reproductive system material, which requires correlating the material with real-life everyday issues. This condition shows the student's inability to solve problems that require understanding and analysis of a topic. This study examines the effect of a flipped classroom learning approach integrated with case-based learning on students' biological literacy skills in reproductive system material. The study was conducted in February 2026 at a high school in Depok using a quasi-experimental design with a pretest-posttest non-equivalent control group. The study used a sample of 31 students per group. The test instrument consisted of a 25-question multiple-choice biological literacy ability test. The research results using ANCOVA showed that the average posttest score in the experimental class was higher than in the control class, which indicates that the integration of the flipped classroom and case-based learning affects students' biology literacy skills on the reproductive system material. Thus, it can be concluded that integrating the flipped classroom and case-based learning approach can be an effective effort to improve biology literacy.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Rusdi, M.Biomed. ; 2). Dini Safitri, S.Pd., M.Pd.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Penelitian Tindakan Kelas > Pendidikan Dasar dan Menengah Pendidikan > Media Pembelajaran Sains > Sains, Ilmu Pengetahuan Alam Sains > Ilmu Bumi > Biologi
Divisions:	FMIPA > S1 Pendidikan Biologi
Depositing User:	Evifa Lutfiah Sya'bani Choirunisa .
Date Deposited:	30 Jul 2026 06:08
Last Modified:	30 Jul 2026 06:08
URI:	http://repository.unj.ac.id/id/eprint/67816

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