Pengembangan Lembar Kerja Peserta Didik Berbasis Problem Based Learning Materi Perubahan Lingkungan Untuk Melatihkan Kemampuan Berpikir Kritis Peserta Didik Kelas X SMA

Development of Student Worksheets Based on Problem Based Learning on the topic Environmental Changes to Practice Critical Thinking Ability for 10^th in Senior High School

Kurikulum merdeka menuntut peserta didik memiliki kemampuan untuk tanggap dan aktif dalam menciptakan penyelesaian atas permasalahan dalam lingkup global, nasional, dan lokal, salah satunya kemampuan berpikir kritis. Salah satu pendekatan untuk memfasilitasi hal tersebut dengan menggunakan model Problem Based Learning dalam pembelajaran. Tujuan penelitian pengembangan ini adalah menghasilkan dan mendeskripsikan kelayakan berdasarkan validitas, kepraktisan, dan keefektifan LKPD berbasis Problem Based Learning. Model pengembangan media menggunakan model ADDIE yaitu tahap analyze, design, dan development, namun pada tahap implement dan evaluate tidak dilakukan. Sasaran penelitian ini adalah 33 peserta didik kelas X-8 SMA Negeri 1 Kebomas. Validitas LKPD diperoleh penilaian dari dua dosen biologi dan satu guru biologi. Kepraktisan LKPD diperoleh dari keterlaksanaan LKPD dan respons peserta didik. Keefektifan LKPD diperoleh dari hasil belajar peserta didik dan respons peserta didik. Teknik pengumpulan data yang digunakan adalah metode validasi, metode observasi, metode angket, dan metode tes. Data dianalisis melalui deskriptif kuantitatif. Hasil penelitian menyatakan bahwa LKPD berbasis Problem Based Learning layak digunakan dalam pembelajaran. Validitas LKPD memperoleh skor sebesar 95,7% dengan kategori sangat valid. Kepraktisan LKPD pada keterlaksanaan memperoleh skor sebesar 93,04% dengan kategori sangat praktis dan respons kepraktisan memperoleh skor sebesar 96% dengan kategori sangat positif. Keefektifan LKPD pada ketuntasan peserta didik dari 3% menjadi 97% peserta didik yang tuntas dengan skor N-gain sebesar 0,72 dengan kategori tinggi, ketercapaian indikator kemampuan berpikir kritis dari 44,51% menjadi 84,49% dengan skor N-gain sebesar 0,72 dengan kategori tinggi, dan respons keefektifan memperoleh skor sebesar 94% dengan kategori sangat positif.

Independent curriculum requires students to have the ability to be responsive and active in creating solutions to problems in the global, national and local scope, one of which is critical thinking abilities. One of learning approaches to facilitate that by applied problem based learning model. The purpose of the research and development is to produced and describe feasibility based on validity, practicality, and effectiveness of student worksheet based on problem based learning. The Media development model used ADDIE models consisting of analyze, design, and development stages, but implement and evaluate stages are not done. The target research was 33 students of class X-8 at SMA Negeri 1 Kebomas. The validity of student worksheets was reviewed by two biology lectures and a biology teacher. The practicality of student worksheets was obtained from student worksheet implementation and student’s responses. The effectiveness of student worksheet was obtained from student’s learning outcomes and student’s responses. Data collection technique used are validation, observation, questionnaire, and test method. Data was analyzed through quantitative descriptive. The result showed that the student worksheet based on problem based learning is appropriate for applied learning. The validity of student worksheet obtained score of 95,7% included very valid category. The practicality of student worksheet at implementation obtained score of 93,04% included very practical category and was supported by student’s practical responses obtained score of 96% included very positive category. The effectiveness of student worksheet at student’s completeness from 3% to 97% of completed students with N-gain score of 0,72 included high category, achievement of critical thinking ability indicators from 44,51% to 84,49% with N-gain score of 0,72 included high category and was supported by student’s effectiveness responses obtained score of 94% included very positive category.