Pengembangan Experiment Sheet Instalasi Penerangan Listrik Berbasis Problem Based Learning Kelas XI Jurusan TITL Di SMK Negeri 7 Surabaya

The Development of Experiment Sheet on Electrical Lighting Installation Derived from Problem-Based Learning for 11th Grade TITL Department at SMK Negeri 7 Surabaya

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran experiment sheet instalasi penerangan listrik berbasis problem based learning yang diharapkan dapat memberi solusi pada guru untuk meningkatkan hasil belajar peserta didik yang layak untuk digunakan. Kelayakan tersebut mengacu pada aspek kevalidan, kepraktisan, dan keefektifan. Metode penelitian ini menggunakan metode Research and Development (R&D) dan untuk model pengembangan yang dijadikan acuan dalam penelitian ini yaitu 4-D models. Thiagarajan (1974: 5) menyatakan bahwa terdapat empat tahapan dalam 4-D models yaitu: (1) define (pendefinisian) yang meliputi front-end-analysis (analisis awal), leaner analysis (analisis peserta didik), task analysis (analisis tugas), concept analysis (analisis konsep), dan specifying instructional objective (merumuskan tujuan pembelajaran. (2) design (perancangan) yang meliputi tahap contructing criterion-referanced test (penyusunan tes acuan patokan), media section (pemilihan media), format selection (pemilihan format), dan initial design (rancangan awal). (3) develope (pengembangan) yang meliputi tahap expert appraisal (penilaian ahli), dan developemental testing (uji coba pengembangan). (4) disseminate (penyebaran) yang meliputi tahap validating testing (pengujian), packaging (pengemasan), dandiffusion and adaptasion yang merupakan tahap penyebarluasan produk. Tahap disseminate (penyebaran) dilakukan secara terbatas yaitu dengan memberikan bahan ajar hasil pengembangan ke peserta didik kelas XI TITL di SMK Negeri 7 Surabaya. Subjek penelitian ini adalah peserta didik kelas XI TITL 1 sebagai uji coba produk, di SMK Negeri 7 Surabaya. Penelitian ini menggunakan desain penelitian One-Group Pretest- Posttest Design untuk mengetahui perbedaan sebelum dan sesudah dalam suatu kelompok, dengan memberikan suatu perlakuan berupa experiment sheet instalasi penerangan listrik berbasis problem based learning, ketercapaian kompetensi peserta didik diperoleh dari ada tidaknya peningkatan nilai sebelum dan sesudah pembelajaran.Hasil penelitian menunjukkan bahwa (1) tingkat kelayakan untuk experiment sheet pada aspek validitas pada validasi total dengan rating sebesar 91,58% yang artinya sangat valid untuk digunakan, (2) aspek kepraktisan experiment sheet pada respon peserta didik mendapatkan rating sebesar 92% dan keaktifan peserta didik mendapatkan rating sebesar 89,72%, maka untuk rerata total kepraktisan mendapatkan rating sebesar 91,31% yang artinya dalam kategori sangat praktis dan dapat digunakan oleh peserta didik pada saat proses pembelajaran. (3) keefektifaan experiment sheet dihasilkan dari hasil belajar ranah pengetahuan, keterampilan, dan sikap. Pada ranah pengetahuan, untuk pretestmendapatkan rata-rata nilai sebesar 51,26 sedangkan untukposttest mendapatkan rata-rata nilai sebesar 89,18 dengan signifikansi 0,000 < 0,05. Pada ranah psikomotorik, mendapatkan rerata nilai sebesar 88,75, dapat disimpulkan nilai rerata melebihi dari KKM sebesar 75 dengan signifikansi 0,000 < 0,05. Pada ranah sikap, untuk sikap spiritual mendapatkan rerata nilai sebesar 92,54, sedangkan untuk sikap sosial mendapatkan rerata nilai sebesar 88,81, maka untuk rerata total pada ranah sikap mendapatkan rerata nilai sebesar 90,67 yang artinya nilai reratamelebihi dari KKM sebesar 75.Sehingga dapat disimpulkan bahwa experiment sheet instalasi penerangan listrik berbasis problem based learning yang dikembangkan layak digunakan dalam proses pembelajaran.

This research aims to produce a problem-based learning device for electrical lighting installation experiment sheet that is expected to provide solutions to teachers to improve student learning outcomes that are feasible to use. The feasibility refers to the aspects of validity, practicality, and effectiveness. This research method uses the Research and Development (R&D) method and for the development model used as a reference in this research, namely the 4-D model. Thiagarajan (1974: 5) states that there are four stages in the 4-D model, namely: (1) define which includes front-end-analysis (initial analysis), leaner analysis (learner analysis), task analysis (task analysis), concept analysis (concept analysis), and specifying instructional objectives (formulating learning objectives). (2) design, which includes the stages of contructing criterion-referenced tests, media selection, format selection, and initial design. (3) develope, which includes expert appraisal, and developmental testing. (4) disseminate which includes validating testing, packaging, and diffusion and adaptation which is the stage of product dissemination. The disseminate stage is carried out on a limited basis, namely by providing teaching materials developed to students in class XI TITL at SMK Negeri 7 Surabaya. The subjects of this study were students of class XI TITL 1 as a product trial, at SMK Negeri 7 Surabaya. This study uses a One-Group Pretest- Posttest Design research design to determine differences before and after in a group, by providing a treatment in the form of a problem-based learning-based electrical lighting installation experiment sheet, the achievement of student competence is obtained from whether there is an increase in grades before and after learning. The results showed that (1) the level of feasibility for the experiment sheet in the validity aspect of the total validation with a rating of 91.58% which means it is very valid to use, (2) the practicality aspect of the experiment sheet on the students' response received a rating of 92% and the students' activeness received a rating of 89.72%, then for the total average practicality received a rating of 91.31% which means it is in the very practical category and can be used by students during the learning process. (3) The effectiveness of the experiment sheet is generated from the learning outcomes of the domains of knowledge, skills, and attitudes. In the knowledge domain, for the pretest, the average score was 51.26 while for the posttest, the average score was 89.18 with a significance of 0.000 <0.05. In the psychomotor domain, getting an average score of 88.75, it can be concluded that the average value exceeds the KKM of 75 with a significance of 0.000 <0.05. In the attitude domain, for spiritual attitudes, the average score is 92.54, while for social attitudes the average score is 88.81, so for the total average in the attitude domain, the average score is 90.67, which means that the average value exceeds the KKM of 75.Because the problem-based learning-based electrical lighting installation experiment sheet developed is very valid, very practical and effective, it can be concluded that it is very feasible to use in learning.