Analisis Kebutuhan E-LKPD Berbasis Problem-Based Learning untuk Memfasilitasi Kemampuan Berpikir Kreatif pada Materi Dinamika - Wati, Selvi Indri; Suherman, Dea Stivani; Desnita, Desnita; Ulmi, Fauziah (LITPAM, 2026)
Penelitian ini bertujuan menganalisis kebutuhan E-LKPD berbasis Problem-Based Learning (PBL) sebagai dasar untuk memfasilitasi kemampuan berpikir kreatif peserta didik pada materi dinamika. Penelitian menggunakan desain deskriptif eksploratif pada tahap Define model 4D dengan memadukan empat sumber bukti, yaitu tes berpikir kreatif, analisis dokumen bahan ajar, angket kebutuhan peserta didik, dan wawancara guru. Partisipan terdiri atas 32 peserta didik kelas XI Fase F dan seorang guru fisika di SMAN 1 Lareh Sago Halaban. Hasil tes menunjukkan capaian rata-rata 30,86% dari skor maksimum; fluency mencapai 42,18%, flexibility 30,47%, originality 28,91%, dan elaboration 21,88%. Dokumen yang digunakan sebagai LKPD pada praktik pembelajaran hanya memuat 3 dari 11 komponen yang diperiksa, sehingga temuan tersebut diposisikan sebagai indikator kelengkapan struktural, bukan ukuran mutu buku teks secara keseluruhan. Angket menunjukkan kebutuhan relatif lebih tinggi pada media digital (77,48%), integrasi PBL (76,83%), dan fasilitasi berpikir kreatif (75,05%) dibandingkan karakteristik materi (67,50%). Triangulasi data menunjukkan adanya kesenjangan antara kemampuan awal, karakteristik tugas yang tersedia, preferensi pengguna, dan tuntutan pedagogis. Kontribusi penelitian adalah matriks kebutuhan yang menghubungkan masalah empiris dengan sintaks PBL, empat indikator kreativitas, dan spesifikasi awal E-LKPD. Temuan memberikan dasar kontekstual untuk tahap desain dan pengujian produk, tetapi tidak membuktikan efektivitas E-LKPD dan tidak dapat digeneralisasikan di luar konteks penelitian. This study analysed the need for a Problem-Based Learning (PBL) electronic student worksheet as a foundation for facilitating students’ creative thinking in dynamics. An exploratory descriptive design was conducted within the Define stage of the 4D model by integrating four sources of evidence: a creative-thinking test, instructional-material document analysis, a student-needs questionnaire, and a teacher interview. Participants were 32 Grade XI students and one physics teacher at SMAN 1 Lareh Sago Halaban. The test results showed an average attainment of 30.86% of the maximum score, with fluency at 42.18%, flexibility at 30.47%, originality at 28.91%, and elaboration at 21.88%. The document used as a classroom worksheet contained 3 of the 11 examined components; this finding was treated as an indicator of structural completeness rather than a judgement of the overall quality of the textbooks from which the tasks were selected. The questionnaire indicated relatively greater needs for digital media (77.48%), PBL integration (76.83%), and creative-thinking support (75.05%) than for content characteristics (67.50%). Data triangulation revealed gaps among students’ initial performance, available task characteristics, user preferences, and pedagogical requirements. The main contribution is a needs matrix linking empirical problems to PBL phases, four dimensions of creative thinking, and preliminary design specifications for the worksheet. The findings provide a contextual foundation for product design and subsequent validation, practicality, and effectiveness testing; they do not establish product effectiveness and should not be generalised beyond the study setting.