<![CDATA[Tujuan penelitian ini adalah: (1) menghasilkan LKPD berbasis pendekatan konstruktivis yang layak untuk meningkatkan motivasi dan hasil belajar IPA peserta didik berdasarkan dosen ahli dan guru IPA, (2) mengetahui respon peserta didik terhadap LKPD berbasis pendekatan konstruktivis, (3) mengetahui peningkatan motivasi belajar perserta didik setelah menggunakan LKPD berbasis pendekatan konstruktivis, (4) mengetahui peningkatan hasil belajar IPA perserta didik setelah menggunakan LKPD berbasis pendekatan konstruktivis. Penelitian ini merupakan penelitian R D dengan model 4D (Define, Design, Develop, dan Disseminate). Instrumen yang digunakan dalam penelitian ini adalah lembar validasi LKPD, lembar keterlaksanaan pembelajaran pendekatan konstruktivis, angket respon peserta didik terhadap LKPD, lembar observasi motivasi belajar, angket motivasi belajar, dan soal pretest-posttest. Kegiatan uji coba produk dilakukan di kelas VII B SMP N 2 Turi dengan jumlah 32 anak. Data dianalisis dengan teknik analisis deskriptif kualitatif dan kuantitatif. Analisis kualitatif berupa uraian komentar dan saran dari validator sedangkan analisis kuantitatif berupa perhitungan persentase untuk peningkatan motivasi belajar dan N-gain score untuk pretest- posttest. Hasil penelitian menunjukkan bahwa: (1) LKPD berbasis pendekatan konstruktivis dinyatakan layak dengan skor 67,75 dari skor maksimal 72 termasuk kategori sangat baik, (2) LKPD yang dikembangkan mendapat respon peserta didik dengan skor 89,45 dari skor maksimal 112 termasuk kategori baik, (3) rata-rata peningkatan motivasi belajar peserta didik melalui hasil observasi dari tiga kali pertemuan yaitu sebesar 10,7% termasuk kategori cukup baik, serta diperkuat dengan hasil angket yaitu mengalami peningkatan sebesar 7,67% dari kategori cukup baik menjadi kategori baik, (4) peningkatan hasil belajar peserta didik mendapatkan nilai N-gain score sebesar 0,4 pada kategori sedang. Hal ini diperkuat dengan hasil uji U Mann- Whitney yang diperoleh taraf signifikasi sebesar 0,000 yang berarti terdapat perbedaan yang signifikan antara hasil belajar sebelum dan sesudah menggunakan LKPD.Kata kunci: LKPD, konstruktivis, motivasi, hasil belajarThis research was conducted: (1) produce student worksheet based on constructivist approach that is feasible to be used to improve students learning motivation and learning achievement based on expert lecturers and science teachers, (2) know students response toward the student worksheet based on constructivist approach, (3) know improvement students motivation after using student worksheet based on constructivist approach, (4) know improvement of science learning achievement of students after using student worksheet constructivist approach. This research is R D research with 4D model (Define, Design, Develop, and Disseminate). The instruments used in this research are validation sheet of worksheet, learning activity sheet of constructivist approach, a questionnaire on students response to the worksheet, motivation observation sheet, motivation questionnaire, and pretest-posttest question. Developmental testing activities done in class VII B Junior High School 2 Turi with 32 children. Data was analyzed by qualitative and quantitative descriptive analysis technique. Qualitative analysis in the form of description of comments and suggestions from the validator while quantitative analysis in the form of percentage calculations for improvement of learning motivation and N-gain score for pretest-posttest. The result of this research showed that: (1) student worksheet based on constructivist approach is declared feasible with score 67,75 from maximal score 72 including very good category, (2) developed student worksheet get student response with score 89,45 from maximum score 112 including good category, (3) the average of learning motivation increase through observation result from three times meeting that is 10,7% including good enough category, and also reinforced with result of questionnaire that has increased by 7.67% from category good enough become good category, (4) increased learning outcomes get a N-gain score of 0.4 in the medium category. This is reinforced by Mann-Whitney U test results obtained a signification level of 0,000 which means there is a significant difference between learning achievement before and after using worksheet.Keywords: student worksheet, constructivist, motivation, learning achievement]]>
