Abstrak Penelitian ini dilaksanakan di SMPN 1 Ngoro pada bulan Mei tahun ajaran 2017/2018 dengan menggunakan sampel penelitian sebanyak dua kelas yaitu kelas kontrol dan eksperimen. Sampel tersebut mewakili populasi dari seluruh kelas 7 di SMPN 1 Ngoro. Sampel tersebut diambil dengan menggunakan teknik purposive sampling. Penelitian ini termasuk dalam kuasi eksperimen dengan desain penelitian nonequivalent control group design. Data yang peroleh adalah skor pretest dan postest dari kedua kelas, keterlaksanaan pembelajaran dan angket respon siswa. Tes penalaran ilmiah berbentuk two tier test yang disusun berdasarkan LCTSR (Lawson Classroom Test of Scientific Reasoning). Teknik analisis data menggunakan uji t sampel bebas. Hasil analisis data diperoleh –thitung < ttabel < thitung (-4,685<1,99174 <4,685) pada taraf signifikansi 0,025 sehingga H1 diterima. Hal ini menunjukkan bahwa terdapat perbedaan keterampilan penalaran ilmiah di kelas eksperimen dan kontrol. Berdasarkan hasil penelitian disimpulkan bahwa (1) pembelajaran dengan model CPS berbasis literasi sains berpengaruh terhadap keterampilan penalaran ilmiah siswa (2) tahapan keterampilan penalaran ilmiah siswa meningkat setelah pembelajaran (3) keterlaksanaan pembelajaran termasuk dalam kriteria sangat baik dengan presentase keterlaksanaan pembelajaran 3 pertemuan adalah 90%, 95%, dan 95% . (4) Respon siswa terhadap pembelajaran dengan model CPS Berbasis Literasi Sains termasuk dalam kriteria sangat baik dengan presentase 75,39%. Kata Kunci: Creative Problem Solving (CPS), Keterampilan Penalaran Ilmiah, Literasi Sains

Abstract This research is conducted at SMPN 1 Ngoro in May 2017/2018 academic year by using two classes as the research sample that is control and experimental class. These sample is representing population from all of class 7 at SMPN 1 Ngoro. The sample is taken by using purposive sampling technique. This study is included in a quasi experiment with nonequivalent control group design research. The data obtained in this research are the pretest and posttest score of the two classes, instructional learning and student response questionnaire. Scientific reasoning tests in the form of two tier tests are prepared based on LCTSR (Lawson Classroom Test of Scientific Reasoning). The data analysis technique uses free sample t test. The result of data analysis is obtained that –thitung < ttabel < thitung (-4,685 <1,99174 <4,685) at significance level 0,05 so that H1 is accepted. This suggests that there are differences in scientific reasoning skills in the experimental and control classes. Based on the result of the research, it can be concluded that (1) learning with CPS model based on science literacy has an effect on students' scientific reasoning skill (2) stages of students' scientific reasoning skill increases after learning (3) learning implementation is included in very good criteria with presentation percentage of 3 consecutive meeting whitch respestively are 90%, 95%, and 95% (4) Student response in learning with CPS-Based Literacy Science model included in the criteria is very good with a percentage of 75.39%. Keywords: Creative Problem Solving (CPS), Science Literacy, Scientific Reasoning Skill.

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