Pengembangan E-LAPD Berorientasi PBL (Problem Based Learning) untuk Meningkatkan Keterampilan Berpikir Kreatif pada Materi Laju Reaksi

Development of E-LAPD with Problem Based Learning Oriented to Improve Creative Thinking Skills on Reaction Rate Material

Penelitian ini bertujuan untuk mengembangkan E-LAPD berorientasi PBL (Problem Based Learning) untuk meningkatkan keterampilan berpikir kreatif pada materi laju reaksi sebagai bahan ajar yang layak digunakan. Kelayakan E-LAPD yang dikembangkan meliputi validitas, kepraktisan, dan keefektifan. Jenis penelitian yang digunakan adalah Research and Development (R&D) dengan model 4-D yang dicetuskan oleh S. Thiagarajan, Dorothy S. Semmel, dan Melvyn I. Semmel (1974). Metode pengumpulan data menggunakan metode observasi, angket, dan tes. Subjek penelitian ini berjumlah 36 peserta didik kelas XI BIKIFIMAE 1. Hasil penelitian menunjukkan bahwa validitas E-LAPD memiliki modus senilai 3 dengan kategori baik sehingga dinyatakan valid. Kepraktisan mendapatkan kriteria sangat praktis dengan persentase 97,22% pada aspek isi dan 96,6% pada aspek kegrafikaan dan didukung observasi aktivitas peserta didik dengan hasil 90% dan 94% aktivitas relevan serta observasi aktivitas keterlaksanaan pembelajaran dengan hasil modus 4 dalam kategori terlaksana dengan sangat baik. Keefektifan ditinjau dari hasil rata-rata skor N-Gain tiap komponen berpikir kreatif yang menunjukkan originality 0,7, fluency 0,86, flexibility 0,88, dan elaboration 0,83. Berdasarkan hal tersebut menunjukkan bahwa E-LAPD yang dikembangkan efektif.

Kata kunci: E-LAPD, problem based learning, keterampilan berpikir kreatif, laju reaksi

This study aims to develop E-LAPD with problem based learning oriented to improve creative thinking skills on reaction rate material as teaching materials that are feasible to use. The feasibility of the developed E-LAPD includes validity, practicality, and effectiveness. The type of research used is Research and Development (R&D) with the 4-D model proposed by S. Thiagarajan, Dorothy S. Semmel, and Melvyn I. Semmel (1974). The data collection method used observation, questionnaire, and test. The results showed that the validity of E-LAPD had a mode worth 3 so that it was declared valid. Practicality gets very practical criteria with a percentage of 97.22% in the content aspect and 96.6% in the graphic aspect and is supported by student activity observations with the results of 90% and 94% of relevant activities and observation of learning implementation activities with the results of mode 4 in the category very well implemented. Effectiveness is reviewed from the results of the average N-Gain score for each creative thinking component which shows originality 0.7, fluency 0.86, flexibility 0.88, and elaboration 0.83. Based on this, it shows that the developed E-LAPD is effective.

Keywords: E-LAPD, problem based learning, creative thinking skills, reaction rate