Pengembangan Lembar Kerja Peserta Didik berbasis Project Based Learning Submateri Animalia Vertebrata untuk Melatihkan Kemandirian Belajar Peserta Didik Kelas X SMA

Development Of Student Worksheets Based on Project Based Learning Vertebrate Animal  Submaterials for Training Self-Directed Learning of Class X High School Students

Kemandirian belajar adalah kemampuan peserta didik untuk berinisiatif dalam proses pembelajaran, baik dengan maupun tanpa bantuan orang lain. Kemandirian belajar penting ditingkatkan karena merupakan strategi untuk mengatasi penurunan pengetahuan akademik dalam periode tertentu pada peserta didik (learning loss). Materi animalia vertebrata selaras untuk melatihkan kemandirian belajar karena membutuhkan peran aktif peserta didik dalam mengidentifikasi serta mengklasifikasi. Project Based Learning (PjBL) cocok dalam melatihkan kemandirian, karena mendorong peserta didik untuk berinisiatif, disiplin, percaya diri, dan tanggung jawab dalam kelompok mandiri. Penerapan PjBL lebih maksimal dengan dikemas dengan LKPD. Penelitian ini bertujuan untuk menghasilkan media pembelajaran LKPD berbasis PjBL submateri animalia vertebrta untuk melatihkan kemandirian belajar, serta mendeskripsikan validitas, kepraktisan, dan keefektifan media pembelajaran yang dikembangkan. Terdapat fitur-fitur LKPD meliputi Bio-learning, Bio-Planing, Bio-Project, dan Bio-Present yang fungsinya disesuaikan dengan sintak PjBL dan merujuk melatihkan indikator kemandirian belajar. Model pengembangan penelitian ini yaitu model 4D (define, design, develop, disseminate). Sebanyak 30 siswa dari kelas X IPA MAN 1 Bojonegoro mengikuti uji coba. Validitas LKPD ditinjau dengan kelayakan isi, penyajian, kebahasaan oleh validasi ahli. Kepraktisan LKPD ditinjau dari keterlaksanaan pembelajaran serta respons perangkat oleh guru serta siswa. Keefektifan LKPD ditinjau dari observasi serta respons kemandirian belajar. Berdasarkan penelitian mendapatkan hasil bahwa LKPD valid dengan rata-rata sebesar 3,8. LKPD praktis dengan persentase keterlaksanaan sebesar 100% dan respons perangkat oleh guru sebesar 100% serta siswa 98% serta LKPD dinyatakan efektif dengan persentase dan respons kemandirian sebesar 91%. Temuan ini mengindikasikan bahwa LKPD valid, praktis, dan efektif, sehingga layak untuk digunakan dalam kegiatan pembelajaran.

Self-directed learning was the ability of students to take initiative in the learning process, either with or without the help of others. Enhancing self-directed learning was important as a strategy to address the decline in academic knowledge over certain periods (learning loss). The vertebrate animalia material was suitable for fostering self-directed learning because it required active student participation in identifying and classifying. Project Based Learning (PjBL) was suitable for fostering self-directed learning as it encouraged students to be initiative, disciplined, confident, and responsible in independent group settings. PjBL was more effective when packaged with LKPD. This research aimed to produce PjBL-based LKPD learning media on vertebrate animalia subtopics to foster self-directed learning, and to describe the validity, practicality, and effectiveness of the developed learning media. The LKPD Bio-learning, Bio-Planning, Bio-Project, and Bio-Present, which were aligned with the PjBL syntax and aimed to foster self-directed learning. The research development model used was the 4D model (define, design, develop, disseminate). 30 students from class X IPA MAN 1 Bojonegoro participated. The validity of the LKPD was reviewed based on content feasibility, presentation, and language by expert validation. The practicality of the LKPD from the implementation of learning and responses from teachers and students. The effectiveness of the LKPD was reviewed from observations and responses regarding self-directed learning. The research that the LKPD was valid with an average score of 3.8. The LKPD was practical with a 100% implementation rate and 100% teacher response and 98% student response. The LKPD was declared effective with a 91% self-directed learning response rate and an 89% observation rate. These findings indicated that the LKPD was valid, practical, and effective, making it suitable for use in learning activities.