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PENGEMBANGAN MEDIA PEMBELAJARAN BIOLOGI BERBASIS TEKNOLOGI INFORMASI DAN KOMUNIKASI MELALUI MODEL JOYFUL LEARNING
Journal of Innovative Science Education Vol 3 No 2 (2014)
Publisher : Universitas Negeri Semarang

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AbstrakProses pembelajaran biologi menggunakan metode ceramah yang monoton dan penggunaan media charta merupakan penyebab suasana belajar yang membosankan dan tidak menarik. Penerapan media pembelajaran berbasis TIK melalui model joyful Â learning Â dibutuhkan Â untuk Â mengatasi Â masalah Â tersebut. Â Penelitian Â ini bertujuan untuk mengidentifikasi media yang dibutuhkan siswa, menghasilkan media, mengevaluasi kevalidan, keefektifan, dan kepraktisan media pembelajaran biologi berbasis TIK melalui model joyful learning. Jenis penelitian yang digunakan yaitu penelitian dan pengembangan. Desain penelitian menggunakan metode quasi experimental design dengan nonequivalent control group design. Dua kelompok siswaÂ tidakÂ dipilihÂ secaraÂ randomÂ tetapiÂ langsungÂ ditentukanÂ yaituÂ kelasÂ XI IPA 1 sebagai kelas eksperimen dan kelas XI IPA 4 sebagai kelas kontrol. Hasil menunjukan bahwa media pembelajaran biologi berbasis TIK melalui model joyful learning sangat dibutuhkan siswa, memiliki karakteristik konten yang beragam, dinyatakan valid, efektif, dan memiliki kriteria nilai kepraktisan yang sangat tinggi.AbstractMonotonous method ofÂ lecture and the usage ofÂ charts as the teaching media in learning process ofÂ biology is the cause ofÂ boring and uninteresting atmosphere in learning process. The application of ICT-based biology teaching media through joyful learning model is needed to solve the issue. The aims of this study are to identify, to produce, to evaluate the validity, the effectiveness, and the practicality of Â ICTâ€“based biology teaching media through joyful learning model. This research is research and development. The design of the study is quasi experimental design with nonequivalent control group design. Group of experiment and group of control were not chosen at random, but they were directly determined by class XI Science 1 as the experimental class and class XI Science 4 as the control class. The results showed that ICT-based biology teaching media through joyful learning model is the most necessary for students. The media has the characteristics of various content, valid, effective, and has criteria of highly value practicality. Monotonous method of lecture and the usage of charts as the teaching media in learning process of biology is the cause of boring and uninteresting atmosphere in learning process. The application of ICT-based biology teaching media through joyful learning model is needed to solve the issue. The aims of this study are to identify, to produce, to evaluate the validity, the effectiveness, and the practicality of ICTâ€“based biology teaching media through joyful learning model. This research is research and development. The design of the study is quasi experimental design with nonequivalent control group design. Group of experiment and group of control were not chosen at random, but they were directly determined by class XI Science 1 as the experimental class and class XI Science 4 as the control class. The results showed that ICT-based biology teaching media through joyful learning model is the most necessary for students. The media has the characteristics of various content, valid, effective, and has criteria of highly value practicality.

PENGEMBANGAN ALAT PERAGA NERACA CAVENDISH DALAM PEMBELAJARAN FISIKA DI SEKOLAH MENENGAH ATAS
Journal of Innovative Science Education Vol 3 No 2 (2014)
Publisher : Universitas Negeri Semarang

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AbstrakPenelitian ini bertujuan untuk mengetahui: (1) seberapa besar peningkatan hasil belajar; (2) adanya perbedaan hasil belajar antara kelas eksperimen dan kontrol; (3) adanya pengaruh antara respon peserta didik, motivasi belajar dengan observasi kegiatan pembelajaran terhadap hasil belajar, dan (4) keefektifan alat peraga neraca Cavendish yang digunakan pada pembelajaran Fisika di sekolah menengah atas. Penelitian ini menggunakan penelitian dan pengembangan (R&D) yang diadaptasi dari model pengembangan menurut Thiagarajan Â yng meliputi tiga tahap yaitu: (1) studi pendahuluan; (2) pengembangan; dan (3) implementasi. Instrumen penelitian meliputi: (1) penilaian ahli terhadap alat peraga yang dikembangkan; (2) soal tes, (3) penilaian angket respon peserta didik, (4) observasi kegiatan pembelajaran, (5) angket motivasi belajar. Teknik analisis data yang digunakan adalah analisis data uji validasi dan tes. Kesimpulan penelitian ini: (1) pembelajaran dengan menggunakan alat peraga neraca cavendish dapat meningkatkan hasil belajar peserta didik, (2) Terdapat perbedaan peningkatan hasil belajar yang signifikan pada kelas eksperimen dan kelas kontrol, dengan skor thitung lebih besar dari ttabel, (3) penilaian ketiga aspek skor respon yang diperoleh peserta didik tidak memiliki pengaruh terhadap hasil belajar, tetapi motivasi belajar keduanya memiliki pengaruh terhadap peningkatan hasil belajar, (4) Alat peraga neraca Cavendish efektif dalam kegiatan pembelajaran.AbstractThe objectives ofÂ this research are: (1) Improving learning outcome; (2) Difference learning outcomes between experiment and control; (3) Inf luence between student response, motivation with activity observation as a learning outcome, and (4) The effectiveness ofÂ Cavendish balance ofÂ aids used on physics learning. This study is Research and Development study (R&D) adopted from Thiagarajan developing which consist of three steps is (1) Pre-study; (2) Developing step; and (3) Implementation. The instruments of the study as the following: (1) Expert and teacher assessment on Cavendish balance of aids; (2) test of question; (3) student responses assessment; (4) activity observation; and (5) motivation. Technique analyses of the data used in this study were test and validation analysis. The conclusions of this study are as follows: (1) Learning process using the Cavendish balance ofÂ aids can improve the learning outcome, (2) There is a significant different in experiment and control class where tcalculate score is higher than ttable;Â Â (3) for three aspect response assessment scores obtained by the students did not have an inf luence on learning outcomes, but if a motivation, both have an inf luence on learning outcomes; and (4) Cavendish balance of aids was effective to be used on physics learning.

PENERAPAN PEER ASSESSMENT DALAM JIGSAW UNTUK MENINGKATKAN KARAKTER DAN HASIL BELAJAR SISWA SMA N 1 KENDAL
Journal of Innovative Science Education Vol 3 No 2 (2014)
Publisher : Universitas Negeri Semarang

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AbstrakKetika peradaban bangsa mulai bergeser dan karakter masyarakat menurun atau kurang baik mulai meluas tentu menjadi suatu keprihatinan. Mencermati hal tersebut di atas perlu diadakan inovasi model pembelajaran yang menuju ke arah pencapaian pembelajaran yang aktif, menyenangkan dan membiasakan pendidikan karakterÂ Â yangÂ Â baik.Â Â PenelitianÂ Â iniÂ Â bertujuanÂ Â untukÂ Â mengetahuiÂ Â perbedaan pembiasaan karakter dan hasil belajar siswa antara kelas yang menerapkan peer assessmentÂ dalamÂ jigsawÂ denganÂ kelasÂ yangÂ menerapkanÂ pembelajaranÂ jigsaw tanpa peer assessment. Metode penelitian yang dilakukan merupakan penelitian eksperimen dengan desain penelitiannya menggunakan The Randomized Pretest- Posttest Control Group Design. Subyek penelitian dalam penelitian ini adalah siswa kelas XI IPA salah satu SMA di Kabupaten Kendal. Berdasarkan hasil penelitian dapat disimpulkan bahwa hasil uji hipotesis menggunakan Uji-t satu ekor, didapatkan bahwa penggunaan model pembelajaran tipe jigsaw dengan menerapkan penilaian peer assessment dapat lebih meningkatkan pembiasaan karakter siswa dan lebih meningkatkan penguasaan konsep fluida dibandingkan dengan penggunaan model pembelajaran tipe jigsaw tanpa menerapkan penilaian peer assessment dalam pembelajaran fluida. N-gain penguasaan konsep fluida pada pembelajaran tipe jigsaw yang menerapkan peer assessment sebesar 0,80. N-gain penguasaan konsep pada pembelajaran tipe jigsaw yang tidak menerapkan peer assessment sebesar 0,51.AbstractWhen a civilization began decrease and character of the society decrease become widespread, certainly this fact becomes a point of concern. Looking up at this problem should be done a learning model innovation towards the achievement of active learning; fun and educational accustom ofÂ good characters. This study aimed to determine differences in habituation of character and learning outcomes of students between classes which implementing jigsaw with peer assessment and a class that implements jigsaw without peer learning assessment. The method is a research study conducted experiment Â using the Randomized Pretest - posttest control group design. Research subjects in this study were students ofÂ class XI Science ofÂ a high school in Kendal. Based on the results of this study can be concluded that the results of hypothesis testing using one tailed t-test, it was found that the use of a jigsaw learning model by applying the assessment of peer assessment can improve habituation character and further enhance student mastery of the concept of f luid compared with the use of a jigsaw learning model without applying assessment peer assessment in learning the f luid. N-gain of mastery learning concept on a jigsaw that implements a peer assessment is 0.80. whilst N-gain mastery learning concept on a jigsaw type that does not implement a peer assessment is 0.51.

PENGEMBANGAN PERANGKAT PEMBELAJARAN BAHAN KIMIA DALAM MAKANAN DENGAN MODEL PEMBELAJARAN BERBASIS MASALAH UNTUK MENUMBUHKAN POLA MAKAN SEHAT
Journal of Innovative Science Education Vol 3 No 2 (2014)
Publisher : Universitas Negeri Semarang

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AbstrakLatar belakang dari penelitian adalah masih banyaknya peredaran jajanan anak di sekolahÂ Â yang mengandung zat aditifÂ berbahaya. Rumusan masalah adalah bagaimana karakteristik perangkat pembelajaran berbasis masalah pada materi bahan Â kimia Â dalam Â makanan Â yang Â dikembangkan, Â dan Â keefektivannya Â untuk meningkatkan hasil belajar siswa. Tujuan penelitian 1) mengembangkan perangkat pembelajaran berbasis masalah, 2) menganalisis pengaruh perangkat pembelajaran berbasis masalah yang dikembangkan terhadap peningkatan hasil belajar siswa. Pengembangan perangkat dilakukan sesuai dengan model 3-D yang telah dimodifikasi, terdiri dari define, design, dan develop. Sampel yang digunakan terdiri dari dua kelas yang diambil secara acak dari tujuh kelas, satu kelas sebagai kelompok kontrol dan satu kelas sebagai kelompok eksperimen. Perangkat pembelajaran yang dikembangkan meliputiÂ Â silabus, RPP, bahan ajar, dan alat evaluasi. Perangkat pembelajaran sangat efektif ditunjukkan oleh siswa yang tuntas>85% total siswa. Data korelasi hasil belajar kognitif dan persepsi positif siswa terhadap pola makan sehat sebesar 0,715 dengan nilai signifikansi 0,00<0,05 yang berarti pembelajaran model PBM dapat menumbuhkan pola makan sehat pada siswa.AbstractThe background ofÂ this research comes up with the existence ofÂ snacks circulation around schools that contain harmful additives and childrenâ€™s lack of understanding about the harmful effects of food additives. The formulation of the problem posed is how the device characteristics on problem-based learning material of chemicals in foods are developed, and their effectiveness to improve student learning outcomes. The purpose of the study are 1) to develop the problem-based learning material, 2) to analyze the effect of developing problem-based learning material towards the refinement of cognitive learning outcomes. The development of material is done in accordance with the 3-D models that have been modified, consisting of define, design, and develop. The sample used consists of two classes taken at random from the seven classes, one class as a control group and another as an experimental group. Learning martial developed includes syllabi, lesson plans, teaching materials, and evaluation tools. The learning material is very effective showed by students who completed> 85% of the total students. Data correlation on cognitive learning outcomes and studentsâ€™ positive perceptions of Â healthy eating show at 0.715 with significance value of 0.00 <0.05, which means the instructional model of PBM can foster healthy eating in students.

PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN PENDEKATAN SAINTIFIK PADA MATERI DAMPAK PENCEMARAN BAGI KEHIDUPAN
Journal of Innovative Science Education Vol 3 No 2 (2014)
Publisher : Universitas Negeri Semarang

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AbstrakPenelitian ini bertujuan mengembangkan perangkat pembelajaran dengan pendekatan saintifik pada materi dampak pencemaran bagi kehidupan yang valid, efektif, dan praktis. Perangkat yang dikembangkan meliputi RPP, bahan ajar, dan alat evaluasi. Prosedur pengembangan mengadaptasi model Dick & Carey. Hasil validasi Â oleh Â pakar Â menunjukkan Â bahwa Â perangkat Â pembelajaran Â valid Â untuk digunakan. Perangkat yang telah divalidasi kemudian diujicobakan di kelas VII B SMP N 1 Trangkil sebagai uji coba skala kecil. Hasil uji coba skala kecil digunakan sebagai masukan terhadap perangkat pembelajaran dan proses pembelajaran. Langkah berikutnya adalah uji coba skala luas di kelas VII C, VII D, dan VII E. Desain penelitian yang digunakan adalah one-group pretest-posttest design. Hasil penelitian menunjukkan perangkat pembelajaran dengan pendekatan saintifik valid, efektif terhadap hasil belajar dan aktivitas belajar siswa serta praktis berdasarkan respon guru, respon siswa, dan kinerja guru. Berdasarkan hasil penelitian dapat diberikan saran yaitu perangkat pembelajaran dengan pendekatan saintifik dapat diterapkan pada materi lain dan aspek yang diteliti dapat ditambah misalnya mengenai kreativitas siswa dan kemampuan berpikir kritis.Abstract This research aimed to develop device learning by scientific approach rendering on any material impact pollution to life, knowing validity, effectiveness, and practicability. A device developed includes lesson plans, teaching materials, and an evaluation tool. Development procedure adapted the model ofÂ Dick & Carey. The results ofÂ the validation by experts show a device learning valid to use. A device that has been validated then tried out in the class VII B SMP N 1 Trangkil as the trial of a small scale.The outcome ofÂ the trial a small scale used as an input to a device of learning. The next step is a wide-scale testing in grade VII C, VII D and VII E. Design research used is one-group pretest-posttest design. The results of research show that learning device with a scientific approach are valid, effectively to the learning outcomes and student learning activities and practical based on responses of teachers, student response, and teacher performance. Based on the research results can be given advice that the scientific approach to learning can be applied to other materials and aspects studied can be added such as the studentsâ€™ creativity and critical thinking skills.

PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS PROYEK BERVISI SETS BERORIENTASI CHEMO-ENTREPRENEURSHI BAGI PESERTA DIDIK SMA/MA
Journal of Innovative Science Education Vol 3 No 2 (2014)
Publisher : Universitas Negeri Semarang

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AbstrakBanyaknya lulusan SMA yang tidak melanjutkan akan mengakibatkan pengangguran, maka diperlukan pembelajaran yang dapat membekali keterampilan peserta didik. Tujuan penelitian ini adalahÂ Â Â SETS Â - .Perangkat yang Â , rencana pelaksanaan Â pembelajaran, Â bahan Â ajar, Â dan Â project Â worksheet. Â Penelitian Â ini merupakan Â penelitian Â pengembangan Â dengan Â subyek Â penelitian Â peserta Â didik kelas XI IPA MAN Demak Tahun Ajaran 2013/2014. Fokus Â yang diteliti dalam penelitian ini adalah hasil belajar kimia, minat wirausaha, dan respon peserta didik. Data yang diperoleh kemudian dianalisis menggunakan uji t-tes dan metode deskriptif Â digunakanÂ untukÂ mengetahuiÂ minatÂ wirausahaÂ sertaÂ responÂ peserta didik. Berdasarkan hasil penelitian dapat disimpulkanÂ Â SETS berorientasi Chemo- entrepreneurship yang dikembangkan dapat meningkatkan hasil belajar dan minat wirausaha peserta didik.AbstractThe number ofÂ senior high school graduates who do not continue their study will result in unemployment,there fore they need a learning that can equip for their future needs. The purpose of this study was to develop a learning model based on SETS visionary project orientating on Chemo-entrepreneurship for the students. The sets of equipment developed are syllabus, lesson plan, teaching materials, and project worksheet. This is are search development study. The subjects were the students of grade XI-Science of MAN Demak, the school year of 2013/2014. The focus examined in this studywasthe studentsâ€™ of Â chemistrylearning result, their interest in entrepreneurship, and their perception on the learning model. The data obtained were analysed by using t-test and the descriptive method was used to determine the studentsâ€™interest in entrepreneurship as well astheirperception on the learning model. Based on the result of Â this study,it wasconcluded that learning model based. Project that feature SETS vision and orientating on Chemo-entrepreneurship developed can improve the studentsâ€™learning outcomesand interest in entrepreneurship, and receives a positive response from students.

PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS PROYEK BERVISI SETS BERORIENTASI CHEMO-ENTREPRENEURSHI BAGI PESERTA DIDIK SMA/MA
Journal of Innovative Science Education Vol 3 No 2 (2014)
Publisher : Universitas Negeri Semarang

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AbstrakBanyaknya lulusan SMA yang tidak melanjutkan akan mengakibatkan pengangguran, maka diperlukan pembelajaran yang dapat membekali keterampilan peserta didik. Tujuan penelitian ini adalahÂ Â Â SETS Â - .Perangkat yang Â , rencana pelaksanaan Â pembelajaran, Â bahan Â ajar, Â dan Â project Â worksheet. Â Penelitian Â ini merupakan Â penelitian Â pengembangan Â dengan Â subyek Â penelitian Â peserta Â didik kelas XI IPA MAN Demak Tahun Ajaran 2013/2014. Fokus Â yang diteliti dalam penelitian ini adalah hasil belajar kimia, minat wirausaha, dan respon peserta didik. Data yang diperoleh kemudian dianalisis menggunakan uji t-tes dan metode deskriptif Â digunakanÂ untukÂ mengetahuiÂ minatÂ wirausahaÂ sertaÂ responÂ peserta didik. Berdasarkan hasil penelitian dapat disimpulkanÂ Â SETS berorientasi Chemo- entrepreneurship yang dikembangkan dapat meningkatkan hasil belajar dan minat wirausaha peserta didik.AbstractThe number ofÂ senior high school graduates who do not continue their study will result in unemployment,there fore they need a learning that can equip for their future needs. The purpose of this study was to develop a learning model based on SETS visionary project orientating on Chemo-entrepreneurship for the students. The sets of equipment developed are syllabus, lesson plan, teaching materials, and project worksheet. This is are search development study. The subjects were the students of grade XI-Science of MAN Demak, the school year of 2013/2014. The focus examined in this studywasthe studentsâ€™ of Â chemistrylearning result, their interest in entrepreneurship, and their perception on the learning model. The data obtained were analysed by using t-test and the descriptive method was used to determine the studentsâ€™interest in entrepreneurship as well astheirperception on the learning model. Based on the result of Â this study,it wasconcluded that learning model based. Project that feature SETS vision and orientating on Chemo-entrepreneurship developed can improve the studentsâ€™learning outcomesand interest in entrepreneurship, and receives a positive response from students.

PENGEMBANGAN ALAT EVALUASI PETA KONSEP POKOK BAHASAN KALOR FISIKA SMA
Journal of Innovative Science Education Vol 3 No 2 (2014)
Publisher : Universitas Negeri Semarang

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AbstrakPenelitian ini didesain sebagai penelitian pengembangan bertujuan memperoleh alat evaluasi peta konsep (AEPK) yang dapat digunakan untuk mengukur struktur kognitif. Uji coba model menggunakan metode eksperimen dengan desain single one-shot case study. Validitas AEPK dianalisis menggunakan uji pearson product moment Â correlation. Â Uji Â reliabilitas Â AEPK Â menggunakan Â teknik Â konsistensi antarrater (interrater reliability). Struktur kognitifÂ siswa ditentukan berdasarkan analisis persentase rata-rata proposisi perindikator AEPK. Analisis perhitungan validitas rata-rata AEPK menghasilkan r = 0,680. Analisis perhitungan reliabilitas rata-rata AEPK menghasilkan r = 0,998. Persentase rata-rata struktur kognitif siswa berdasarkan hasil tes peta konsep sebesar 85,06. Keefektifan AEPK ditunjukkan oleh: (1) durasi waktu yang dibutuhkan siswa untuk mengerjakan tes peta konsep lebih pendek dibanding waktu yang dibutuhkan untuk menyelesaikan tes esai; (2) persentase rata-rata skor tes peta konsep lebih tinggi daripada skor tes esai; (3) persentase rata-rata hasil tes peta konsep dan hasil tes esai lebih tinggi dibanding KKM.AbstractThis research aims to obtain Concept Map Assessment (CMA) that can be used to measure the cognitive structure. The research method using the approach ofÂ Research and Development. To test the model of CMA the author used experiment method with single one-shot case study design. The validity of CMA was analyzed through pearson product moment correlation test. To test the reliability of CMA, the researcher used interrater reliability consistency techniques. The measurement of studentsâ€™ cognitive structures was analyzed from the average percentage of propositions perindicator of CMA. The result ofÂ analyzing the average validity of CMA show the value of r = 0,680. The result of analyzing the average reliability showed that the value ofÂ r ofÂ CMA = 0,998. The average percentage ofÂ studentsâ€™ cognitive structures using the concept map test was 85,06. The effectiveness ofÂ CMA was indicated by: (1) duration needed by the students to do the concept map test which was faster than the time to required to complete the essay test; (2) the average percentage of the score of concept map test is not less than the score of essay test; (3) the percentage results of concept map test and essay test was not less passing grade minimum criterion.

PENGEMBANGAN KONTEN PEMBELAJARAN DAN EVALUASI MATERI BERBASIS WEB PADA MATA PELAJARAN FISIKA
Journal of Innovative Science Education Vol 3 No 2 (2014)
Publisher : Universitas Negeri Semarang

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AbstrakTelah dilakukan penelitian pengembangan konten pembelajaran dan evaluasi materi berbasis web pada mata pelajaran fisika. Model pengembangan yang digunakan merupakan modifikasi model pengembangan 4D dengan menghilangkan tahappenyebaran. Validasi produk pengembangan dilakukan oleh validator ahli media dan ahli materi fisika, sedangkan ujicoba skala kecil dilakukan oleh guru fisika dan 10 siswa. Hasil review dari validator menyatakan bahwa kualitas produk pengembangan termasuk dalam kategori sangat baik dengan rerata persentase penilaian sebesar 83,93%. Validasi ahli media memperoleh hasil sebesar 75% berada pada ketegori baik dan validasi ahli materi memperoleh hasil sebesar 92,85% berada pada kategori sangat baik. Ujicoba oleh guru fisika memperoleh hasil sebesar 94,44% berada pada kategori sangat baik dan rerata persentase hasil ujicobaoleh siswa sebesar 90,5% berada pada kategori sangat baik. Produk pengembangan memiliki karakteristik antara lain materi disusun berdasarkan kurikulum 2013, terdapat fasilitas perekam aktifitas dan hasil evaluasi siswa, ada umpan balik hasil evaluasi yang langsung diketahui oleh siswa dan link-link yang terkait dengan materi baik berupa youtube ataupun website pembelajaran lain.AbstractHas done reseach that aims to developweb-based learning content and evaluation ofÂ physics lesson. Development model used was a modified model ofÂ the 4D development by eliminating the dissaminate stage. Validation ofÂ development product was done by media expert and physics content expert, then a trial was done by physics teacher and 10 students. The result ofÂ a review ofÂ the validators states that the quality ofÂ development product included in the excellent category with a mean percentage rating was 83.93%. The result ofÂ the validation from media expert was 75% in good category and the result ofÂ physics content expert validation was 92.85% in excellent category. The result ofÂ a trial from physics teacher was 94.44% in excellent category and the result ofÂ a trial from students was 90.5% in exellent category. Development product has characteristics such as materials compiled based on curriculum ofÂ 2013, there were fasilities for recording activities and students evaluation outcome, there is a feedback evaluation results are immediately known by students, and links related to the materials such as youtube or other learning website.

DESAIN PEMBELAJARAN LITERASI SAINS BERBASIS PROBLEM BASED LEARNING DALAM MEMBENTUK KETERAMPILAN BERPIKIR KRITIS SISWA
Journal of Innovative Science Education Vol 4 No 2 (2015)
Publisher : Universitas Negeri Semarang

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Perangkat pembelajaran yang sistematis dikembangkan oleh guru untuk mencapai kompetensi siswa dalam IPA terkait dengan penguasaan literasi sains. Penelitian ini bertujuan mengembangkan perangkat pembelajaran literasi sains berbasis problem based learning untuk menumbuhkan keterampilan berpikir kritis siswa. Perangkat pembelajaran dikembangkan atas dasar analisis kebutuhan dan studi pustaka. Uji lapangan skala kecil dilaksanakan pada sepuluh siswa yang pernah mengambil materi lingkungan. Ujicoba lapangan digunakan untuk menggeneralisasi hasil pengembangan, dan diimplementasikan pada kelas X IPA 1 sebagai kelas eksperimen dan kelas X IPA 2 sebagai kelas kontrol. Validitas produk dinilai oleh pakar, dosen, dan guru. Silabus, RPP, dan bahan ajar masing-masing memiliki rerata (4,10; 4,20; 4,40) diklasifikasikan sangat valid. Uji t menunjukkan bahwa nilai rata-rata kelas kelas eksperimen berbeda nyata dengan kelas kontrol thitung (6,621) > ttabel (0,312). Lebih dari 72,8% siswa memberikan respon positif terhadap angket kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa perangkat pembelajaran literasi sains berbasis Problem Based Learning sangat valid, layak digunakan dan berpengaruh terhadap keterampilan berpikir kritis siswa. A systematic science lesson plan is usually developed by teachers to achieve students competencies in science, which is strongly related to the implementation of literacy-based teaching. This research was aimed at developing biology lesson plan grounded in problem-based learning approaches and identifying the effect of the lesson plan on studentsâ€™ critical thinking. The lesson plan was developed on the basis of needs analysis and particular literature reviews. Small-scale field test was implemented on ten students who already took environment subjects. Field-testing was used to generalize findings, and implemented on MIA 1 and MIA 2 as treated and control groups. Validity of the products was assessed by experts from university teachers of Unnes Semarang. Sylabus, lesson plan, and learning materials were classified as â€œhigly validâ€ (4.10; 4.20; 4.40) respectively. The t-test indicated that average scores of control and treated groups were significantly different one another tvalue (6.621) > ttable (0.312). More than 72.8% of students gave positive responses to the critical thinking skills questionaires. The findings showed that science lesson plan grounded in problem-based learning was valid and could be used to encourage critical thinking skills in science teaching.Perangkat pembelajaran yang sistematis dikembangkan oleh guru untuk mencapai kompetensi siswa dalam IPA terkait dengan penguasaan literasi sains. Penelitian ini bertujuan mengembangkan perangkat pembelajaran literasi sains berbasis problem based learning untuk menumbuhkan keterampilan berpikir kritis siswa. Perangkat pembelajaran dikembangkan atas dasar analisis kebutuhan dan studi pustaka. Uji lapangan skala kecil dilaksanakan pada sepuluh siswa yang pernah mengambil materi lingkungan. Ujicoba lapangan digunakan untuk menggeneralisasi hasil pengembangan, dan diimplementasikan pada kelas X IPA 1 sebagai kelas eksperimen dan kelas X IPA 2 sebagai kelas kontrol. Validitas produk dinilai oleh pakar, dosen, dan guru. Silabus, RPP, dan bahan ajar masing-masing memiliki rerata (4,10; 4,20; 4,40) diklasifikasikan sangat valid. Uji t menunjukkan bahwa nilai rata-rata kelas kelas eksperimen berbeda nyata dengan kelas kontrol thitung (6,621) > ttabel (0,312). Lebih dari 72,8% siswa memberikan respon positif terhadap angket kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa perangkat pembelajaran literasi sains berbasis Problem Based Learning sangat valid, layak digunakan dan berpengaruh terhadap keterampilan berpikir kritis siswa. Â Abstract ___________________________________________________________________ A systematic science lesson plan is usually developed by teachers to achieve students competencies in science, which is strongly related to the implementation of literacy-based teaching. This research was aimed at developing biology lesson plan grounded in problem-based learning approaches and identifying the effect of the lesson plan on studentsâ€™ critical thinking. The lesson plan was developed on the basis of needs analysis and particular literature reviews. Small-scale field test was implemented on ten students who already took environment subjects. Field-testing was used to generalize findings, and implemented on MIA 1 and MIA 2 as treated and control groups. Validity of the products was assessed by experts from university teachers of Unnes Semarang. Sylabus, lesson plan, and learning materials were classified as â€œhigly validâ€ (4.10; 4.20; 4.40) respectively. The t-test indicated that average scores of control and treated groups were significantly different one another tvalue (6.621) > ttable (0.312). More than 72.8% of students gave positive responses to the critical thinking skills questionaires. The findings showed that science lesson plan grounded in problem-based learning was valid and could be used to encourage critical thinking skills in science teaching.

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Home Page

OAI Link

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Location Kota semarang, Jawa tengah INDONESIA

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Contact Name
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Journal Mail Official
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Kota semarang,

Jawa tengah

INDONESIA