<![CDATA[Penelitian ini bertujuan (1) mengetahui kelayakan LKPD materi ekstraksi DNA model project based learning dalam meningkatkan kemampuan collaborative problem-solving menurut validator, (2) mengetahui peningkatan kemampuan collaborative problem-solving menggunakan LKPD materi ekstraksi DNA model project based learning berdasarkan pengujian hipotesis menggunakan uji statistik deskriptif. Model yang digunakan adalah model pengembangan BorgGall yang terdiri atas tujuh tahap. Data kelayakan produk dikumpulkan menggunakan lembar validasi komponen produk dan angket respon peserta didik. Teknik pengumpulan data collaborative problem solving adalah observasi menggunakan bentuk instrumen lembar observasi, penilaian diri dan penilaian teman. Teknik analisa data adalah mean, uji normalitas, dan t-test. Penilaian produk oleh ahli menghasilkan nilai A dengan kategori sangat baik pada aspek kelayakan isi, penyajian, kebahasaan, dan grafis. Respon peserta didik terhadap produk LKPD adalah valid dan dapat digunakan. Kemampuan collaborative problem solving meningkat secara signifikan menurut penilaian observer, self-assessment, dan peer- assessment berdasarkan hasil perhitungan mean, persentase dan t-test.Kata kunci: Collaborative Problem Solving, LKPD, Project Based LearningThe aimed of this research (1) known the feasible worksheet that use project based learning model for extraction of DNA based on expert assessment, (2) known the enhancement of collaborative problem solving skill of the pupils grade IX junior high school by using the developed worksheet based on statistical analysis. Development of the worksheet based on BorgGall stage with seven stages. The data for expedience of product collected using validation sheet and student's responses sheet. While the data of collaborative problem solving skill collected by doing observation based on observation sheet, self assessment and peer to peer assessment use quesionnaire. Analysis of the data used mean, normality test, and t test to know the differences between before the product given and after the product given. The expert give A score in four aspects (content, serving, languange, and design). The worksheet was valid and could be used according to pupils. Collaborative problem solving skill significantly increased according to observer’s assessment, self assessment, and peer assessment after data analyzed (mean percentage) and tested using t-test.Keywords: Collaborative Problem Solving, worksheet, Project Based Learning]]>
