Belajar Siklus Air Melalui Papan STEM: Upaya Meningkatkan Kemampuan Literasi Iklim Siswa Sekolah Dasar

Annisa Amelia Setiawan; Bramianto Setiawan

doi:10.61132/semantik.v4i3.2902

Authors

Annisa Amelia Setiawan Universitas Pelita Bangsa
Bramianto Setiawan Universitas Pelita Bangsa

DOI:

https://doi.org/10.61132/semantik.v4i3.2902

Keywords:

Climate Literacy, Elementary School IPAS, STEM, Water Cycle Board, Water Cycle Learning

Abstract

This study aims to develop and test the effectiveness of the Water Cycle STEM Board teaching aid in improving elementary school students’ Climate Literacy. The study employed the Research and Development (R&D) method using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study subjects consisted of 35 fifth-grade students selected through purposive sampling. The research instruments consisted of interviews, questionnaires, and pretest–posttest assessments. The validation results show that the developed media is highly suitable for use, with a suitability rating of 96.4% from media experts, 88.8% from language experts, and 100% from subject matter experts. The data analysis results indicate a significant improvement in students’ Climate Literacy, This is evidenced by an increase in the average scores on the knowledge indicator from 4.54 to 9.31 (N-gain 0.63), the skills indicator from 4.77 to 9.54 (N-gain 0.65), and the attitude indicator from 6.17 to 12.46 (N-gain 0.63), all falling into the moderate category. Thus, the Water Cycle STEM Board is deemed effective and suitable for use in IPAS instruction to improve elementary school students’ Climate Literacy.

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