PENGEMBANGAN MODUL PEMBELAJARAN LARUTAN ASAM BASA BERBASIS PENDEKATAN MMS (MAKROSKOPIK MIKROSKOPIK SIMBOLIK) DAN IMPLEMENTASINYA DALAM PEMBELAJARAN - Rina Aprianti; Wildan Wildan; Muntari Muntari (Jurnal Pijar Mipa, 2011)
Abstrak : Penelitian bertujuan untuk mengembangkan modul dan perangkat pembelajaran Larutan Asam Basa berbasis pendekatan MMS (Makroskopik Mikroskopik Simbolik) dan menguji efektivitasnya dalam pembelajaran.Penelitian dilaksanakan dalam dua tahap, yaitu pengembangan bahan ajar dalam bentuk modul dan implementasi modul dalam kegiatan pembelajaran di dalam kelas. Pengembangan modul dan perangkat pembelajaran menggunakanmodel Dick and Carey sebagaimana digunakan oleh Tucker [1]. Implementasi hasil pengembangan dilakukan melalui penelitian eksperimen dengan rancangan post-test only non equivalent kontrol group design dengan mengambil dua kelas homogen secara intact group dari lima kelas yang tersedia. Hasil pengembangan terdiri dari bahan ajar dalam bentuk modul, perangkat pembelajaran meliputi silabus, RPP, dan instrumen penilaian. Hasil validasi ahli terhadap bahan ajar dalam bentuk modul, silabus, RPP, dan instrumen penilaian dikategorikan sangat baik dan layak digunakan.Hasil penilaian siswa secara perorangan terhadap modul dikategorikan sangat baik, dan secara kelompok dikategorikan baik. Implementasi pembelajaran modul Asam-basa berdasarkan pendekatan MMS telah menghasilkan prestasi kognitif siswa secara signifikan lebih baik dibandingkan dengan siswa di kelas dengan pendekatan konvensional.Kata kunci : Pendekatan, makroskopik, mikroskopik, simbolik, hasil belajarAbstract : The research aims were to develop learning modules and learning packages Acid-Base Solvent based on to MMS (Macroscopic, Microscopic, Symbolic) approach and test its effectiveness in learning. Research was conducted in two phases, that is the development of teaching materials in the form of modules and the implementation of modules in the learning activities in classrooms. Developing learning modules and devices using the Dick and Carey model as used by Tucker [1]. The implementation of the development carried out through the design of experimental studies with post-test only non equivalent control group design by taking two classes intact homogenousgroup of five classes available. The results the the development consist of teaching materials in the form of modules, learning tools including syllabi, lesson plans, and assessment instruments. The results of the expert validation of teaching materials in the form of modules, syllabi, lesson plans,and assessment instruments categorized as very good and valid for use. As individuals towards student assessment results of modules categorized as very good, and a group of well categorized. The implementation Acid-base learning module based on the MMS approach has resulted in studentsÃ¢â¬â¢ cognitive achievement was significantly better than students in the class with the conventional approach.Key words : Approach, macroscopic, microscopic, symbolic, cognitive achievement