PENGEMBANGAN LKPD BERBASISPROBLEM BASED LEARNING PBL UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MAPEL GEOGRAFI MATERI CUACA DAN IKLIM KELAS X
(Study Kasus di SMA NEGERI 1 BABAT)
DEVELOPMENT OF PROBLEM-BASED LEARNING PBL-BASED LKPD TO IMPROVE STUDENT LEARNING OUTCOMES IN CLASS X GEOGRAPHY MATERIAL WEATHER AND CLIMATE
(Case Study at SMA NEGERI 1 BABAT)
Proses pembelajaran yang berpusat pada guru (teacher-center) masih banyak diterapkan oleh para guru di kelas. Pembelajaran yang demikian lebih mementingkan hasil daripada proses pembelajaran itu sendiri, sehingga pembelajaran terkesan monoton. Berdasarkan observasi melalui wawancara dengan salah satu guru mata pelajaran di kelas X- di SMA Negeri 1 Babat Proses belajar sampai saat ini masih menggunakan metode ceramah satu arah, peserta didik cenderung pasif apabila diberikan pertanyaan baru merespon. Adanya permasalahan tersebut berdampak pada rendahnya hasil belajar peserta didik. Hal ini terihat dari masih banyak peserta didik yang belum mencapai Kriteria Ketuntasan Minimal (KKM) sebesar ≥ 78 yaitu sebanyak 11 anak, dari total 37 peserta yang sudah tuntas, dan sebanyak 25 anak yang masih belum tuntas. Berdasarkan permasalahan tersebut, maka diperlukan alternatif pemecahan masalah dengan mengembangkan LKPD berbasis Problem Based Learning (PBL). Tujuan penelitian ini adalah untuk mengetahui kelayakan produk LKPD berbasis PBL dalam meningkatkan hasil belajar peserta didik, perbedaan hasil belajar peserta didik setelah menggunakan LKPD berbasis PBL, aktivitas peserta didik setelah menggunakan LKPD berbasis PBL, aktivitas guru dengan adanya pengembangan LKPD berbasis PBL, dan respon peserta didik terhadap adanya pengembangan LKPD berbasis PBL
Jenis penelitian ini merupakan penelitian pengembangan model 4-D dengan tahapannya yaitu, pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate), yang dibatasi hanya sampai pada tahap pengembangan (develop). Uji coba dilakukan pada 37 peserta didik kelas X di SMA Negeri 1 Babat. Instrumen yang digunakan adalah instrumen validasi ahli media dan ahli materi, instrumen validasi pembelajaran oleh guru geografi, angket respon peserta didik, serta soal pretest dan postest. Data analisis kelayakan LKPD, data aktivitas peserta didik, dan data respon peserta didik dianalisis menggunakan skala Likert, hasil belajar peserta didik dianalisis menggunakan Uji-T, sedangkan aktivitas guru dianalisis menggunakan Alat Penilaian Kemampuan Guru 2 (APKG 2).
Berdasarkan hasil telaah atau validasi oleh ahli media dan materi, kelayakan materi LKPD berbasis PBL dikategorikan sangat layak berdasarkan kriteria penilaian LKDP 85% dan materi 75%. Kelayakan penyajian 83%, kebahasaan 100%, dan penilaian PBL 75%. Hasil belajar peserta didik setelah menggunakan LKPD berbasis PBL mengalami peningkatan, menjadi 81%. Aktivitas peserta didik mengalami peningkatan setiap pertemuannya, pertemuan pertama 82%, kedua 91%, dan pertemuan ketiga 96%. Hasil penilaian aktivitas guru selama tiga kali pertemuan pertemuan pertama sebesar 77%, kedua 81%, dan ketiga 86%. Respon peserta didik terhadap LKPD berbasis PBL, kesesuaian materi 85% , kebahasaan 89%, penyajian 87%, dan kriteria PBL 83%.
Kata Kunci : LKPD, Problem Based Learning (PBL), Hasil Belajar
The teacher-centered learning process is still widely applied by teachers in the classroom. Such learning is more concerned with results than the learning process itself, so that learning seems monotonous. Based on observations through interviews with one of the subject teachers in class X- at SMA Negeri 1 Babat, the learning process so far still uses the one-way lecture method, and students tend to be passive when given new questions to respond. The existence of these problems has an impact on the low learning outcomes of students. This can be seen from the fact that there are still many students who have not reached the Minimum Completeness Criteria (KKM) of ≥ 78, namely as many as 11 children, out of a total of 37 participants who have completed, and as many as 25 children who have not yet completed. Based on these problems, an alternative solution to the problem is needed by developing Problem Based Learning (PBL) worksheets. The purpose of this study was to determine the feasibility of PBL-based LKPD products in improving student learning outcomes, differences in student learning outcomes after using PBL-based LKPD, student activities after using PBL-based LKPD, teacher activity with the development of PBL-based LKPD, and participant responses students about the development of PBL-based LKPD
This type of research is a 4-D model development research with its stages namely, define, design, develop, and disseminate, which are limited only to the develop stage. The trial was conducted on 37 class X students at SMA Negeri 1 Babat. The instruments used were media expert and material expert validation instruments, learning validation instruments by geography teachers, student response questionnaires, as well as pretest and posttest questions. LKPD feasibility analysis data, student activity data, and student response data were analyzed using a Likert scale, student learning outcomes were analyzed using the T-Test, while teacher activity was analyzed using the Teacher Ability Assessment Tool 2 (APKG 2).
Based on the results of review or validation by media and material experts, the feasibility of PBL-based LKPD material is categorized as very feasible based on the 85% LKDP assessment criteria and 75% material. Presentation feasibility is 83%, linguistics is 100%, and PBL assessment is 75%. Student learning outcomes after using PBL-based LKPD have increased, to 81%. Student activity increased in each meeting, the first meeting was 82%, the second was 91%, and the third meeting was 96%. The results of assessing teacher activity during the first three meetings were 77%, second 81%, and third 86%. Student responses to PBL-based LKPD, material suitability 85%, language 89%, presentation 87%, and PBL criteria 83%.
Keywords: LKPD, Problem Based Learning (PBL), Learning Outcomes