Pengembangan Bahan Ajar Menulis Puisi Berbasis Comic Strip untuk Siswa Kelas VIII SMP Plus Gumilar Pacet
Development of Instructional Materials for Writing Poetry Based on Comic Strip for Eight-Grade Students at SMP Plus Gumilar Pacet
Bahan ajar merupakan instrumen yang menunjang pembelajaran sehingga perlu dirancang dengan baik untuk mencapai tujuan pembelajaran. Penelitian ini mengembangkan bahan ajar menulis puisi berbasis komik strip untuk siswa kelas VIII. Tujuan penelitian ini untuk mendekripsikan bagaimana proses pengembangan dan mendeskripsikan kualitas bahan ajar menulis puisi berbasis komik strip untuk siswa kelas VIII. Jenis penelitian ini adalah Research and Development (R&D) dengan model Thiagarajan (4-D) yang menghasilkan produk berupa bahan ajar. Sumber data penelitian ini adalah validator ahli, siswa kelas VIII SMP Plus Gumilar Pacet, dan guru mata pelajaran bahasa Indonesia di SMP Plus Gumilar Pacet. Data penelitian ini berupa deskripsi proses pengembangan dan hasil penilaian kualitas bahan ajar dengan instrumen penialaian. Teknik pengumpulan data pengembangan bahan ajar menggunakan teknik angket, observasi, dan tes. Instrumen pengumpulan data yang digunakan adalah lembar angket kebutuhan peserta didik, lembar validasi, lembar observasi kegiatan, lembar tes, dan lembar respons. Hasil penelitian yang didapatkan dari penelitian ini ada dua. Pertama, adalah hasil proses pengembangan bahan ajar dengan model Thiagarajan yang meliputi tahap pendefinisian (analisis ujung depan, analisis siswa, analisis tugas, analisis konsep, dan analisis tujuan pembelajaran), tahap perancangan (pemilihan format bahan ajardan desain awal bahan ajar), dan tahap pengembangan (validasi, uji coba, dan revisi). Kedua, adalah kualitas bahan ajar yang meliputi tiga aspek. Aspek pertama yaitu bahan ajar dikatakan valid berdasarkan hasil validasi oleh tiga validator ahli dengan hasil persentase sebesar 78% berdasarkan validasi kelayakan isi oleh dosen Bahasa dan Sastra Indonesia, 97% berdasarkan validasi kelayakan grafis oleh dosen Desain Grafis, dan 79% berdasarkan validasi kelayakan isi oleh guru mata pelajaran Bahasa Indonesia. Aspek kedua bahan ajar dikatakan sangat efektif berdasarkan hasil rata-rata tes uji coba terbatas sebesar 84, uji coba luas sebesar 80,38, hasil observasi kegiatan guru sebesar 85 % (uji terbatas) dan 90% (uji coba luas), dan hasil observasi kegiatan siswa sebesar 85% (uji coba terbatas) dan 88% (uji coba luas). Aspek ketiga bahan ajar dikatakan praktis berdasarkan hasil respons siswa memperoleh persentase sebesar 84% (uji coba terbatas) dan 80% (uji coba luas), serta hasil respons guru sebesar 80%.
Teaching materials are instrumental in supporting learning and, as such, need to be well-designed to achieve learning objectives. This research focuses on developing instructional materials for writing poetry based on comic strips for eighth-grade students. The objective of this research is to describe the development process and evaluate the quality of instructional materials for writing poetry based on comic strips for eighth-grade students. The research adopts a Research and Development (R&D) approach with the Thiagarajan model (4-D), resulting in a product in the form of instructional materials. Data sources for this study include expert validators, eighth-grade students at SMP Plus Gumilar Pacet, and Indonesian language teachers at SMP Plus Gumilar Pacet. The research data consist of descriptions of the development process and the assessment results of instructional material quality using evaluation instruments. The data collection techniques for developing instructional materials include surveys, observations, and tests. The instruments used for data collection include student needs questionnaire sheets, validation sheets, activity observation sheets, test sheets, and response sheets. The research yields two main results. Firstly, the outcomes of the instructional material development process using the Thiagarajan model include the definition stage (front-end analysis, student analysis, task analysis, concept analysis, and learning objective analysis), the design stage (selection of instructional material format and initial design of instructional materials), and the development stage (validation, testing, and revision). Secondly, the quality of instructional materials encompasses three aspects. The first aspect is the validity of instructional materials based on validation results by three expert validators, with a percentage of 78% for content validity by Indonesian Language and Literature lecturers, 97% for graphic validity by Graphic Design lecturers, and 79% for content validity by Indonesian language teachers. The second aspect is the highly effective nature of instructional materials based on the average results of limited testing at 84, extensive testing at 80.38, observation of teacher activities at 85% (limited testing) and 90% (extensive testing), and observation of student activities at 85% (limited testing) and 88% (extensive testing). The third aspect is the practicality of instructional materials based on student response results, with a percentage of 84% (limited testing) and 80% (extensive testing), and teacher response results at 80%.