PENGEMBANGAN PERANGKAT PEMBELAJARAN DIGITAL BERBASIS KEARIFAN LOKAL SIWALAN (Borassus flabellifer L.) TUBAN BERORIENTASI EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KREATIF SISWA SMA

DEVELOPMENT OF DIGITAL LEARNING TOOLS BASED ON LOCAL WISDOM OF SIWALAN (Borassus flabellifer L.) TUBAN ORIENTED ON EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) TO TRAIN CREATIVE THINKING SKILLS OF HIGH SCHOOL STUDENTS

Keterampilan 4C (Communication, Collaboration, Critical thinking, dan Creative thinking) menjadi bagian fundamental peserta didik menghadapi era society 5.0, termasuk berpikir kreatif. Namun hingga saat ini keterampilan berpikir kreatif peserta didik di Indonesia masih rendah. Perangkat pembelajaran kontekstual diperlukan untuk melatihkan keterampilan berpikir kreatif. Tujuan penelitian ini menghasilkan perangkat pembelajaran berbasis kearifan lokal untuk melatihkan keterampilan berpikir kreatif yang valid, praktis, dan efektif. Penelitian ini menggunakan model 4D dan diuji cobakan secara luas pada 55 peserta didik kelas X MA Salafiyah Kerek menggunakan one group pretest posttest design. Penelitian ini mengembangkan perangkat pembelajaran e-book, e-LKPD, dan modul ajar pada materi keanekaragaman hayati yang kontekstual sehingga melatihkan keterampilan berpikir kreatif dan jiwa pembangunan berkelanjutan melalui pendekatan ESD pada dimensi lingkungan, ekonomi, dan sosial budaya. Kearifan lokal siwalan Tuban meliputi persepsi masyarakat terhadap siwalan secara umum, apresiasi terhadap pemanfaatan siwalan, dan etnobiologi budidaya siwalan sebagai bahan ajar kontekstual untuk melatihkan keterampilan berpikir kreatif dengan indikator fluency, flexibility, originality, dan elaboration. Perangkat pembelajaran memiliki hasil uji validitas sangat valid dengan rata-rata 3,86 dan reliabilitas 0,788 dengan kategori sangat tinggi. Perangkat pembelajaran sangat praktis berdasarkan hasil keterlaksanaan pembelajaran dengan skor 3,81 dan keterbacaan grafik Fry level 10 yang sesuai untuk kelas X.  Perangkat pembelajaran sangat efektif ditinjau dari hasil tes keterampilan berpikir kreatif dengan rata-rata posttest 79,47; N-Gain 0,725 dengan kriteria tinggi; capaian indikator tertinggi fluency dengan nilai 88,76 dan terendah elaboration 75,28. Angket respons peserta didik dengan rata-rata 92,5% termasuk kategori sangat efektif. Disimpulkan bahwa perangkat pembelajaran yang dikembangkan layak diimplementasikan pada pembelajaran. 

4C skills (Communication, Collaboration, Critical thinking, and Creative thinking) are a fundamental part of students facing the era of society 5.0, including creative thinking. However, until now the creative thinking skills of students in Indonesia are still low. Contextual learning tools are needed to train creative thinking skills. The aim of this research is to produce local wisdom-based learning tools to train creative thinking skills that are valid, practical, and effective. This research used the 4D model and was widely tested on 55 grade X students of MA Salafiyah Kerek using a one group pretest posttest design. This research develops e-books, e-LKPD, and teaching modules on contextual biodiversity material to train creative thinking skills and the spirit of sustainable development through the ESD approach in the environmental, economic, and socio-cultural dimensions. The local wisdom of Tuban siwalan includes people's perception of siwalan in general, appreciation of siwalan utilization, and ethnobiology of siwalan cultivation as contextual teaching materials to train creative thinking skills with indicators of fluency, flexibility, originality, and elaboration. The learning device has very valid validity test results with an average of 3.86 and reliability of 0.788 with a very high category. The learning device is very practical based on the results of learning implementation with a score of 3.81 and the readability of the Fry level 10 graph which is suitable for class X.  The learning device is very effective in terms of the results of the creative thinking skills test with an average posttest of 79.47; N-Gain 0.725 with high criteria; the highest indicator achievement is fluency with a score of 88.76 and the lowest is elaboration 75.28. The students' response questionnaire with an average of 92.5% is included in the very effective category. It is concluded that the developed learning tools are feasible to be implemented in learning.