Validitas Buku Ajar Fisika Berbasis Project Based Learning untuk Pengajaran Keterampilan Berpikir Tingkat Tinggi - Hernil Hernil; Syifaul Gummah; Lovy Herayanti (Lensa: Jurnal Kependidikan Fisika, 2022)
Bahan ajar yang valid dan sesuai dengan tuntutan pembelajaran penting tersedia untuk mendukung pencapain belajar siswa. Sayangnya bahan ajar dengan kriteria tersebut masih belum tersedia di tempat penelitian. Penelitian ini bertujuan untuk menguji validitas bahan ajar fisika berbasis project based learning (PjBL) sebagai system support pengajaran keterampilan berpikir tingkat tinggi siswa sekolah menengah. Penelitian ini mengadopsi langkah-langkah define, design, dan development model 4D namun hanya terbatas pada pengujian validitas produk. Berdasarkan hal tersebut, metode deskriptif-evaluatif digunakan untuk mencapai tujuan penelitian. Validitas buku ajar fisika berbasis PjBL yang dihasilkan dalam penelitian ini dievaluasi oleh tiga ahli yang berkompeten menggunakan lembar validasi. Data hasil validasi yang didapatkan dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa buku ajar fisika berbasis PjBL dinyatakan valid berdasarkan evaluasi ketiga validator secara berturut-turut: 92%, 82%, 70% dengan skor rata-rata 81%. Penelitian ini menyimpulkan bahwa bahan ajar fisika berbasis PjBL valid digunakan pada jenjang SMP/MTs khususnya pada materi getaran, gelombang, dan bunyi sebagai system support pengajaran keterampilan berpikir tingkat tinggi. Penelitian lanjutan untuk menguji kepraktisan dan efektifitas baha ajar perlu dilakukan di masa mendatang.The Validity of Project Based Learning Physics Textbooks for Teaching Higher Order Thinking SkillsAbstractTeaching materials that are valid and under significant learning demands support student learning achievements. Unfortunately, teaching materials with these criteria are not yet available at the research site. This study aimed to evaluate the validity of project-based learning (PjBL) physics teaching materials as a support system for teaching higher order thinking skills of middle school students. This study adopts the steps of defining, designing, and developing from the 4D model but is only limited to testing the validity of the product. Based on this, the descriptive-evaluative method was used to achieve the research objectives. The validity of PjBL-based physics textbooks produced in this study was evaluated by three competent experts using a validation sheet. The data obtained from the validation results were analyzed descriptively. The results showed that PjBL-based physics textbooks were declared valid based on the evaluations of the three validators: 92%, 82%, and 70%, with an average score of 81%. This study concludes that PjBL-based physics teaching materials are valid for use at the SMP/MTs level, especially on vibration, waves, and sound materials, as a support system for teaching higher-order thinking skills. Further research to test the practicality and effectiveness of teaching needs to be done in the future.