PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERBASIS MODEL PROJECT-BASED INQUIRY SCIENCE TERINTEGRASI STEAM-ESD PADA ISU PERUBAHAN IKLIM GLOBAL UNTUK MELATIHKAN KETERAMPILAN PEMECAHAN MASALAH

THE DEVELOPMENT OF SCIENCE LEARNING TOOLS BASED ON PROJECT-BASED INQUIRY SCIENCE MODEL INTEGRATED STEAM-ESD ON GLOBAL CLIMATE CHANGE ISSUES TO TRAIN PROBLEM-SOLVING SKILLS

Penelitian ini mengembangkan perangkat pembelajaran berbasis model Project-Based Inquiry Science terintegrasi STEAM-ESD pada isu perubahan iklim global untuk melatihkan keterampilan pemecahan masalah. Menggunakan model ADDIE, penelitian dilakukan di kelas IX SMPN 1 Sampang Madura dengan 30 siswa saat uji coba terbatas dan 60 siswa saat uji coba luas. Instrumen penelitian meliputi validasi oleh tiga validator, observasi keterlaksanaan dan aktivitas siswa, angket respon, serta tes ketereampilan pemecahan masalah. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria sangat valid, praktis, dan efektif. Validitas perangkat dinilai sangat valid oleh validator, keterlaksanaan pembelajaran mencapai 100% dengan aktivitas siswa sebesar ≥90%, dan efektivitas perangkat ditunjukkan melalui peningkatan keterampilan pemecahan masalah siswa berdasarkan nilai N-gain kategori sedang hingga tinggi serta hasil uji t-test yang signifikan (p < 0,05). Selain itu, respons siswa terhadap pembelajaran juga sangat positif dengan tingkat penerimaan ≥90%. Berdasarkan temuan ini, perangkat pembelajaran ini dinyatakan layak digunakan untuk melatihkan keterampilan pemecahan masalah siswa.

Kata Kunci : Perangkat Pembelajaran, Project-Based Inquiry Science, Pemecahan Masalah, STEAM, ESD, ADDIE

This research develops a learning tool based on the STEAM-ESD integrated Project-Based Inquiry Science model on the issue of global climate change to train problem-solving skills. Using the ADDIE model, the study was conducted in grade IX of SMPN 1 Sampang with 30 students during a limited trial and 60 students during a wide trial. The research instruments include validation by three validators, observation of student implementation and activities, response questionnaires, and problem-solving performance tests. The results of research show that the learning tools developed meet the criteria of being very valid, practical, and effective. The validity of the device was considered very valid by the validator, the implementation of learning reached 100% with student activity of ≥90%, and the effectiveness of the device was shown through the improvement of students' problem-solving skills based on the N-gain value of the category to medium high and the results of the t-test (p < 0.05). In addition, the student response to learning is also very positive with an acceptance rate of ≥90%. Based on these findings, this learning tool is declared feasible to be used to train students' problem-solving skills.

Keywords: Learning Tools, Project Based Inquiry Science, Problem Solving, STEAM, ESD, ADDIE