<![CDATA[Pembelajaran IPS banyak memuat materi yang bersifat abstrak dan menuntut hafalan yang kurang disukai oleh siswa terutama pada materi kompetensi dasar 3.4 memahami pengertian dinamika interaksi manusia dengan lingkungan alam, sosial, budaya, dan ekonomi. Dimana banyak materi sejarah yang menggunakan istilah-istilah sulit. Berdasarkan hasil observasi yang telah dilakukan oleh siswa dan guru IPS menyatakan bahwa selama ini buku yang digunakan oleh siswa kurang menarik dan berisikan penjelasan yang sangat panjang sehingga kurang menarik minat baca siswa dikarenakan kurangnya ilustrasi dan contoh-contoh permasalahan yang berkaitan dengan kehidupan siswa disekitarnya. Hal ini didukung dengan ketuntasan klasikal hasil belajar siswa di SMP Al-Islah Surabaya tergolong rendah. Penelitian ini bertujuan untuk 1) mengetahui kelayakan LKS pembelajaran IPS yang telah dikembangkan 2) Untuk mengetahui hasil belajar siswa setelah diberikan LKS Problem Based Learning (PBL). 3) Untuk mengetahui respon siswa terhadap LKS Problem Based Learning (PBL) yang telah dikembangkan. Jenis penelitian yang digunakan adalah penelitian pengembangan model ADDIE yang mempunyai 5 tahapan yaitu Analyze (Menganalisis), Design LKS Design (Mendisain), Develop (Mengembangkan), Implement (Melaksanakan), Evaluate (Menilai) Penelitian ini dilakukan di kelas VII E sebagai kelas eksperimen dan VII F sebagai kelas kontrol. Metode pengumpulan data menggunakan telaah perangkat pembelajaran, hasil belajar siswa (pretest-posttest) dan angket siswa. Hasil penelitian menunjukkan bahwa 1) LKS berbasis Problem Based Learning (PBL) menurut ahli LKS mendapat presentase sebesar 88,33 % menurut skala likert tergolong “sangat layak” dan menurut ahli materi isi dalam LKS berbasis Problem Based Learning (PBL) mendapat presentase sebesar 81,66 % yang menurut skala likert tergolong “sangat layak 2) Berdasarkan pengolahan data menggunakan uji T-Test diperoleh hasil berbeda antara kelas eksperimen sebesar 81,25 dan kelas kontrol sebesar 75,16. Artinya kelas yang menggunakan LKS berbasis Problem Based Learning (PBL) mendapat nilai yang lebih tinggi dibandingkan kelas yang tidak menggunakan. 3) Respon siswa terhadap adanya LKS berbasis Problem Based Learning (PBL) ini juga sangat positif. Dilihat dari hasil respon siswa yang didapat dari pengisian angket didapat presentase sebesar 98,5 %. Kata kunci: kurikulum 2013, PBL, hasil belajar, respon siswa Abstract Social studies contains a lot of material that is abstract and demands memorization that likeless by students. Especially on basic competence materials 3.4 understand the description of the dynamics of human interaction with the natural, social, cultural, and economic environment. Where much of history material uses difficult terms. Based on observations made by students and teachers of social studies. Stated that during this book used by students is less interesting and contains a very long explanation So less interest to read students Due to lack of illustrations and examples of problems related to the lives of the students around them. This study aims to 1) know the feasibility of learning LKS IPS that has been developed To know the result of student learning after given LKS Problem Based Learning (PBL). 3) To know the student response to LKS Problem Based Learning (PBL) that has been developed The type of research used is the research of the development of the ADDIE model which has 5 stages: Analyze, Design LKS Design, Develop, Implement, Evaluate This research is conducted in class VII E as an experimental class And VII F as control class. Methods of data collection using the study of learning tools, student learning outcomes (pretest-posttest) and student questionnaires. The result of the research shows that 1) Based on Problem Based Learning (PBL) based on LKS expert get 88,33% percentage according to Likert scale is "very feasible" and according to content material expert in LKS based on Problem Based Learning (PBL) get percentage of 81 , 66% which according to Likert scale is "very feasible. Based on data processing using T-Test obtained different results between the experimental class of 81.25 and the control class of 75.16. This means that the class using the LEX based Problem Based Learning (PBL) gets a higher value than the class that does not use Student response to LKS based Problem Based Learning (PBL) is also very positive. Judging from the results of student responses obtained from the questionnaire obtained a percentage of 98.5% Keywords: Curriculum 2013, PBL, learning outcomes, student responses]]>
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