ANALISIS KEBUTUHAN AWAL PENGEMBANGAN MODEL PEMBELAJARAN BERDIFERENSIASI BERBASIS KEARIFAN LOKAL MATTOANA UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI DAN KREATIVITAS SAINS PESERTA DIDIK
DOI:
https://doi.org/10.30605/wmxawn11Keywords:
analisis kebutuhan, kreativitas sains, kearifan lokal Mattoana, kemampuan komunikasi, pembelajaran berdiferensiasiAbstract
Penelitian ini bertujuan menganalisis kebutuhan awal pengembangan model pembelajaran berdiferensiasi berbasis kearifan lokal Mattoana untuk meningkatkan kemampuan komunikasi dan kreativitas sains peserta didik. Studi pendahuluan ini dilatarbelakangi oleh tuntutan pembelajaran abad ke-21, kebutuhan implementasi pembelajaran yang responsif terhadap keragaman peserta didik, serta pentingnya integrasi kearifan lokal dalam pembelajaran biologi agar pembelajaran lebih kontekstual dan bermakna. Dalam artikel ini, Mattoana dipahami sebagai praktik budaya masyarakat Bugis-Makassar di Sulawesi Selatan dalam menyambut dan menjamu tamu di rumah, baik tamu yang datang karena suatu kepentingan maupun tamu yang diundang secara khusus. Nilai-nilai Mattoana meliputi kebersamaan, penghormatan, gotong royong, tanggung jawab, kepedulian, dan penghargaan kepada tamu. Penelitian menggunakan pendekatan deskriptif kuantitatif sebagai analisis kebutuhan awal. Subjek penelitian adalah 100 peserta didik kelas XI SMA Negeri 11 Pangkep pada semester ganjil tahun pelajaran 2024/2025. Data dikumpulkan melalui tes uraian yang terdiri atas soal kemampuan komunikasi dan soal kreativitas sains. Data dianalisis menggunakan statistik deskriptif berupa frekuensi dan persentase berdasarkan kategori sangat baik, baik, cukup, kurang, dan sangat kurang. Hasil penelitian menunjukkan bahwa kemampuan komunikasi peserta didik dominan berada pada kategori kurang sebesar 37%, disusul kategori cukup sebesar 35%, sangat kurang sebesar 25%, dan baik sebesar 3%, tanpa peserta didik pada kategori sangat baik. Kreativitas sains peserta didik juga dominan berada pada kategori kurang sebesar 45%, disusul cukup sebesar 30% dan sangat kurang sebesar 25%, tanpa peserta didik pada kategori baik dan sangat baik. Temuan ini mengindikasikan adanya kebutuhan mendesak untuk mengembangkan model pembelajaran berdiferensiasi berbasis kearifan lokal Mattoana yang mampu mengakomodasi perbedaan kesiapan, minat, dan profil belajar peserta didik, sekaligus mendorong komunikasi ilmiah dan kreativitas sains melalui konteks budaya menyambut dan menjamu tamu yang dekat dengan kehidupan sosial peserta didik.
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