Pengembangan E-LKPD Tata Surya Berbantuan Literasi Digital Untuk Meningkatkan Keterampilan Berpikir Kritis
Development of E-LKPD Solar System Assisted by Digital Literacy to Improve Critical Thinking Skills
Kurniati, Ilmi. 2024. Pengembangan E-LKPD Tata Surya Berbantuan Literasi Digital Untuk Meningkatkan Keterampilan Berpikir Kritis. Tesis. Program studi S2 Pendidikan Sains, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya, Pembimbing (I) Prof. Dr. Yuliani, M.Si., dan (II) Prof. Dr. Suyono, M.Pd.
Kata Kunci: Keterampilan berpikir kritis, kelayakan, bumi dan tata surya.
Penelitian ini bertujuan menghasilkan perangkat pembelajaran yang valid, praktis, dan efektif untuk meningkatkan keterampilan berpikir kritis. Penelitian ini merupakan penelitian pengembangan menggunakan model ADDIE. Kelayakan perangkat pembelajaran mengacu pada aspek kevalidan. Validitas terdiri dari validitas logis dan validitas empiris. Validitas logis terdiri dari validitas isi dan validitas konstruk. Data validitas logis diperoleh dari penilaian expert melalui expert judgement. Validitas empiris diperoleh dari uji percontohan. Hasil penilaian validitas oleh validator menyatakan bahwa perangkat pembelajaran yang dikembangkan telah memenuhi validitas isi dan validitas konstruk. Hasil uji percontohan pada 28 peserta didik menyatakan bahwa perangkat pembelajaran telah memenuhi validitas empiris. Hasil implementasi pada 60 peserta didik telah dinyatakan praktis dan efektif. Data kepraktisan diperoleh dari angket terbuka peserta didik, penilaian terhadap keterlaksanaan pembelajaran, dan penilaian aktivitas peserta didik. Hasil angket terbuka peserta didik terdapat kendala selama proses pembelajaran antara lain koneksi internet lemah dan tidak memiliki kuota internet, penilaian terhadap keterlaksanaan pembelajaran memperoleh modus penilaian terlaksana dengan sangat baik, dan penilaian aktivitas peserta didik memperoleh persentase penilaian dengan kategori sangat praktis sehingga hal tersebut menunjukkan bahwa perangkat pembelajaran yang dikembangkan praktis untuk meningkatkan keterampilan berpikir kritis. Data keefektifan diperoleh dari angket tertutup peserta didik dan tes keterampilan berpikir kritis. Hasil angket tertutup peserta didik mayoritas peserta didik memberikan respon positif dan tes keterampilan berpikir kritis kelas VII-A memperoleh T-Value 10,37 dan kelas VII-B memperoleh T-Value 13,69 berarti nilai posttest lebih besar daripada nilai pretest sehingga hal tersebut menunjukkan bahwa perangkat pembelajaran yang dikembangkan efektif meningkatkan keterampilan berpikir kritis peserta didik.
Kurniati, Ilmi. 2024. Development of Solar System E-LKPD Assisted with Digital Literacy to Train Critical Thinking Skills (Development Stage of Learning Tools to Train Critical Thinking Skills for Middle School Students on Earth and Solar System Material). Thesis. Study Program S2 Science Education, Faculty of Mathematics and Natural Sciences, State University of Surabaya, Guide (I) Prof. Dr. Yuliani, M.Si., dan (II) Prof. Dr. Suyono, M.Pd.
Keywords: Critical thinking skills, validity, earth and solar system
This research aims to produce valid, practical and effective learning tools to improve critical thinking skills. This research is development research using the ADDIE model. The feasibility of learning tools refers to the validity aspect. Validity consists of logical validity and empirical validity. Logical validity consists of content validity and construct validity. Logical validity data is obtained from expert assessments through expert judgment. Empirical validity is obtained from pilot testing. The results of the validity assessment by the validator stated that the learning tools developed had met content validity and construct validity. The results of the pilot test on 28 students stated that the learning device had met empirical validity. The results of implementation on 60 students have been declared practical and effective. Practicality data was obtained from open student questionnaires, assessments of learning implementation, and assessments of student activities. The results of the open questionnaire showed that students had obstacles during the learning process, including a weak internet connection and not having an internet quota, the assessment of the implementation of learning obtained a very good assessment mode, and the assessment of students' activities obtained a percentage of assessments in the very practical category, so this shows that practical learning tools developed to improve critical thinking skills. Effectiveness data was obtained from closed student questionnaires and critical thinking skills tests. The results of the closed student questionnaire, the majority of students gave a positive response and the critical thinking skills test for class VII-A obtained a T-Value of 10.37 and class VII-B obtained a T-Value of 13.69, meaning the posttest value was greater than the pretest value so that this shows that the learning tools developed are effective in improving students' critical thinking skills.