<![CDATA[ABSTRAK Penelitian deskriptif kualitatif ini bertujuan untuk mengetahui respon KPS siswa SMA dalam menggunakan ragam media pembelajaran pada materi gerak melingkar. Penelitian menggunakan populasi siswa kelas X di salah satu SMA N di Lembang dengan jumlah sampel 24 orang yang di pilh secara random clauster. Respon keterampilan proses sains yang diamati meliputi keterampilan observasi, berhipotesis, melakuan pengukuran, serta mengkomunikasikan. Respon KPS diperoleh melalui jawaban LKS dan diolah dengan menggunakan tafsiran persentasi. Hasil penelitian menunjukkan melalui fenomena yang dikembangkan dan pertanyaan arahan untuk mengamati data hal yang diobservasi memberikan gambaran sebagian besar siswa dapat melakukan observasi, mengungkapkan fenomena berdasarkan data. Media yang dikembangkan kurang dilengkapi dengan pertanyaan arahan untuk mengenal variabel bebas dan terikat sehingga hanya setengahnya siswa mengungkapkan keterampilan hipotesis 54% meskipun hipotesis yang diajukan tidak dilengkapi dengan asumsi. Penggunaan ragam media tidak memfasilitasi bagaimana cara-cara siswa berkomunikasi sehingga pembelajaran ini belum dapat melatihkan keterampilan berkomunikasi. Pengembangan media perlu diarahkan untuk memberikan kelengkapan penggunaannya berkaitan dengan kemampuan berkomunikasi. Kata Kunci: ragam media; keterampilan proses sains. ABSTRACT This qualitative descriptive research aims to find out the response of high school students in using the variety of learning media on circular motion material. The study used a population of tenth graders in one of the high schools in Lembang with a sample of 24 people who were randomized to clauster. The observed responses to the science process skills include observation skills, hypotheses, measurements, and communications. Response to the ability of the science process is obtained through the answer of the student worksheet and processed by using the percentage interpretation. The results showed through the developed phenomenon and the question of direction to observe the observed observed data gives an overview of the majority of students can do the observation, revealing the phenomenon based on the data. The developed medium is less equipped with the landing question to recognize the independent and bound variables so that only half of the students reveal hypothesis skills of 54% even though the proposed hypothesis is not equipped with assumptions. The use of a variety of media does not facilitate the ways students communicate so that this learning has not been able to train communication skills. Media development needs to be directed to provide the complete use of it related to the ability to communicate. Keyword: various media; science process skills.]]>
