PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA YANG MENERAPKAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA - ., PUTU FANNY SASTRADEWI; ., PROF. DR. I WAYAN SADIA, M.Pd; ., DR. RER. NAT I WAYAN KARYASA, S.Pd.,M.Sc (Jurnal Pendidikan IPA, 2015)
Penelitian ini ditujukan untuk : (1) menguji validitas perangkat pembelajaran kimia yang menerapkan model Problem Based Learning (PBL) untuk meningkatkan pemahaman konsep siswa, (2) menguji kepraktisan perangkat pembelajaran kimia yang menerapkan model Problem Based Learning (PBL) saat diimplementasikan di kelas, (3)Menguji efektivitas perangkat pembelajaran kimia yang menerapkan model Problem Based Learning (PBL) untuk meningkatkan pemahaman konsep siswa. Penelitian ini diawali dengan pengembangan perangkat pembelajaran yang menerapkan model Problem Based Learning (PBL) menggunakan system pendekatan model pengembangan menururt Dick & Carey, dengan uji pakar melalui focus group discussion (FGD), dilanjutkan uji paktisi melalui desk-evaluation, dan uji empiris dengan melibatkan 36 orang siswa SMA kelas X dengan topik reaksi oksidasi an reduksi (redoks). Hasil uji pakar digunakan untuk menyempurnakan model pembelajaran. Masukan pakar dalam FGD digunakan untuk penyempurnaan perangkat pembelajaran, khusunya penyempurnaan terhadap buku pedoman guru dan buku pedoman siswa. Hasil desk-evaluation oleh guru Kimia SMA menunjukkan bahwa semua komponen perangkat model pembelajaran yang mencakup silabus, RPP, buku pedoman guru, buku siswa, LKS telah memenuhi syarat validitas.Hasil uji empiris model pembelajaran PBLuntuk meningkatkan pemahaman konsep kimia dengan menggunakan rancangan Dick & Carey menunjukkan bahwa telah terjadi peningkatan pemahaman konsep siswa secara signifikan. Hal ini menunjukkan bahwa model pembelajaran PBL yang dikembangkan dalam penelitian ini efektif dalam meningkatkan karakter siswaKata Kunci : Problem Based Learning (PBL), pemahaman konsep kimia This research aims at: (1) testing the validity of chemistry teaching and learning documents which apply Problem Based Learning model (PBL) to improve the understanding of the studentsâ concept, (2) testing the simplicity of chemistry teaching and learning documents which apply Problem Based Learning model (PBL) when itâs implied in the classroom, (3) testing the effectivity of chemistry teaching and learning documents which apply Problem Based Learning model (PBL) to improve the understanding of the studentsâ concept. This research was started by the development of teaching and learning documents which apply Problem Based Learning model (PBL) using approaching system of development model of Dick & Carey, with expert test through focus group discussion (FGD), continued by practitioner test through desk-evaluation, and empirical test which involved 36 the X Grade students of senior high school with oxidation and reduction topics. The result of the expert test was used to make the teaching and learning model complete. The inputs given by the expert in FGD were used to make the teaching and learning model complete, especially in completing the teacherâs book and the studentâs book. The result of the desk-evaluation by the chemist teacher of senior high school showed that all components of the documents of teaching and learning model which include syllabus, teaching scenario (RPP), teacherâs book, studentâs book, studentâs worksheet (LKS) has completed the validity requisite. The result of empirical test of PBL teaching and learning model to improve the understanding of chemistry concept using Dick & Carey design showed that there was a significant improvement of understanding of studentsâ concept. Itâs showed that PBL teaching and learning model developed in this research is effective in improving the character of the studentskeyword : Problem Based Learning (PBL), concept understanding of chemistry