Inovasi  Pembelajaran Asam Basa Pendekatan Green Chemistry Dengan Model Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

Acid-Base Learning Innovation with Green Chemistry Approach with Problem Based Learning Model to Improve Students' Critical Thinking Skills 

Penelitian ini bertujuan untuk mengasilkan kelayakan perangkat pembelajaran asam basa pendekatan green chemistry dengan model problem based learning untuk meningkatkan keterampilan berpikir kritis peserta didik yang dapat ditinjau berdasarkan validitas, kepraktisan, dan keefektifan. Penelitian ini adalah penelitian pengembangan Research and Development (R&D) dengan model pengembangan 4D (define, design, develop, and disseminate). Hasil penelitian ini menjunjukkan kelayakan perangkat pembelajaran berdasarkan: (1) Validitas perangkat pembelajaran yang dikembangkan berdasarkan kriteria isi dan konstruk dengan modus modul ajar 4 dan 4, modus LKPD 4 dan 4; dan modus E-Modul 4 dan 4 pada kategori valid. (2) Kepraktisan perangkat pembelajaran berdasarkan keterlaksanaan pembelajaran berdasarkan model PBL pada uji coba terbatas 1 kelas pertemuan 1, 2, dan 3 secara urut adalah 88,89%; 88,33%; dan 90%. Didukung data uji coba luas pada kelas B adalah 90,28%; 95,83%; 96,94% dan pada kelas C adalah 92,50%; 98,33%; 98,06% pada kategori sangat baik. Aktivitas peserta didik yang relevan pada uji coba terbatas pertemuan 1, 2, dan 3 secara berurutan sebesar 91,94%; 89,01%; dan 93,90%. Didukung aktivitas peserta didik pada uji coba luas kelas B adalah 95,26%; 91,95%; 88,78% dan pada kelas C adalah 91,39%; 91,05%; 91,49% pada kategori sangat baik, Respon peserta didik ditinjau pada kriteria isi dan konstruk pada uji coba terbatas mendapat persentase 90,78% dan 96,36%. Didukung data respon peserta didik pada uji coba luas kelas B adalah 95,31%; 95,45% dan kelas adalah 95,38%; 95,45% pada kategori sangat baik, sehingga disimpulkan praktis digunaka. (3) Keefektifan perangkat pembelajaran ditinjau dari peningkatan keterampilan berpikir kritis.  Berdasarkan uji coba terbatas pada 1 kelas penelitian menunjukkan nilai significant (2-tailed) Uji Wilcoxon signed rank test pada pretest dan posttest sebesar 0.000 < 0.05, kemudian didukung data uji coba luas pada kelas B nilai significant (2-tailed) 0.000 < 0.05 dan kelas C nilai significant (2-tailed)  0.000 < 0.05 artinya terdapat perbedaan signifikan antara hasil pretest dan posttest pada uji coba terbatas dan luas. Berdasarkan hasil validitas, kepraktisan, dan keefektifan perangkat pembelajaran maka diperoleh perangkat pembelajaran yang layak digunakan.

Kata kunci: perangkat pembelajaran, PBL, green chemistry, keterampilan berpikir kritis, asam basa

This study aims to produce the feasibility of acid-base learning devices with a green chemistry approach with a problem-based learning model to improve students' critical thinking skills that can be reviewed based on validity, practicality, and effectiveness. This research is a Research and Development (R&D) development research with the 4D development model (define, design, develop, and disseminate). The results of this study show the feasibility of learning devices based on: (1) Validity of learning devices developed based on content and construct criteria with teaching module mode 4 and 4, LKPD mode 4 and 4; and E-Module mode 4 and 4 in the valid category. (2) The practicality of learning devices based on the implementation of learning based on the PBL model in the limited trial 1 class meeting 1, 2, and 3 in order is 88.89%; 88.33%; and 90%. Supported by extensive trial data in class B is 90.28%; 95.83%; 96.94% and in class C is 92.50%; 98.33%; 98.06% in the very good category. Relevant learner activities in the limited trial meetings 1, 2, and 3 were 91.94%; 89.01%; and 93.90%, respectively. Supported by learner activities in the broad trial of class B were 95.26%; 91.95%; 88.78% and in class C were 91.39%; 91.05%; 91.49% in the very good category, learner responses reviewed on content and construct criteria in the limited trial got a percentage of 90.78% and 96.36%. Supported by data on the response of students in the broad trial of class B is 95.31%; 95.45% and the class is 95.38%; 95.45% in the very good category, so it is concluded that it is practical to use. (3) The effectiveness of learning devices in terms of improving critical thinking skills.  Based on the limited trial in 1 research class, the significant value (2-tailed) of the Wilcoxon signed rank test on the pretest and posttest was 0.000 <0.05, then supported by broad trial data in class B significant value (2-tailed) 0.000 <0.05 and class C significant value (2-tailed) 0.000 <0.05, meaning that there was a significant difference between the pretest and posttest results in the limited and broad trials. Based on the results of validity, practicality, and effectiveness of learning devices, learning devices are obtained that are feasible to use.

Keywords: learning tools, PBL, green chemistry, critical thinking skills, acid base