Pengembangan Lembar Kerja Siswa (LKS) berbasis 5E Learning Cycle untuk Melatihkan Kemampuan Argumentasi Ilmiah Siswa

Students’ Worksheets Development based on the 5E Learning Cycle to Practice Students' Scientific Argumentation Abilities

    Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Siswa (LKS) berbasis 5E Learning Cycle untuk melatihkan kemampuan argumentasi ilmiah siswa yang layak digunakan. Kelayakan pengembangan LKS pada penelitian ini ditinjau dari segi validitas, kepraktisan dan efektivitas. Selain itu, penelitian ini bertujuan untuk mengetahui kemampuan argumentasi ilmiah siswa yang diukur secara kuantitatif dan kualitatif. Subjek penelitian yaitu siswa kelas X IPA 1, X IPA 2, dan X IPA 4 SMAN 22 Surabaya pada Semester 2 Tahun Ajaran 2019/2020. Ini merupakan penelitian pengembangan  (Research and Development) yang menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Terdapat beberapa teknik dan instrumen penelitian yaitu 1) untuk mengetahui validitas LKS berdasarkan kriteria penyajian, isi, dan bahasa maka digunakan metode angket dengan instrumen berupa angket validasi, 2) untuk mengetahui kepraktisan LKS berdasarkan kriteria keterlaksanaan pembelajaran dan respon siswa maka digunakan metode observasi dan angket dengan instrumen berupa lembar observasi keterlaksanaan dan angket respon siswa, 3) untuk mengetahui efektivitas LKS maka digunakan metode tes (pretest-posttest) dengan instrumen berupa tes uraian sebanyak 6 butir soal, dan 4) untuk mengetahui kemampuan argumentasi ilmiah siswa secara kuantitatif dan kualitatif maka digunakan metode tes dan wawancara dengan instrumen berupa soal tes uraian dan pedoman wawancara. Terdapat beberapa hasil dalam penelitian ini, yaitu: 1) hasil validasi LKS menunjukkan bahwa LKS tersebut sangat valid dari segi kriteria penyajian, sangat valid dari segi kriteria isi, dan valid dari segi kriteria bahasa, 2) LKS dinyatakan praktis karena hasil observasi menunjukkan bahwa rata-rata persentase keterlaksanaan pada ketiga kelas sebesar 89,6% aktivitas guru terlaksana dan sebesar 84,1% aktivitas siswa terlaksana, serta rata-rata persentase respon siswa pada ketiga kelas sebesar 81,57% hasil angket respon siswa menunjukkan respon yang positif, 3) LKS tersebut efektif karena hasil uji paired t-test pada ketiga kelas menunjukkan perbedaan kemampuan argumentasi ilmiah siswa pada hasil pretest dan posttest. Selain itu, hasil n-gain menunjukkan bahwa terdapat peningkatan kemampuan argumentasi ilmiah siswa pada ketiga kelas dan hasil n-gain tersebut masuk dalam kategori sedang, 4) secara keseluruhan hasil argumentasi ilmiah siswa secara kuantitatif menunjukkan peningkatan level kualitas argumentasi ilmiah siswa atau hasil posttest lebih tinggi daripada hasil pretest. Sementara itu, untuk hasil kualitatif argumentasi ilmiah siswa mendukung hasil kuantitatif.

    This study aims to develop a 5E Learning Cycle based Student Worksheet (LKS) to practice students' scientific argumentation abilities that are appropriate for use. The feasibility of developing student worksheets in this study is viewed from validity, practicality, and effectiveness. Besides, this study aims to determine students' scientific argumentation abilities as measured quantitatively and qualitatively. The research subjects were students of class X IPA 1, X IPA 2, and X IPA 4 at SMAN 22 Surabaya in the Second Semester of the 2019/2020 School Year. This is a research development (Research and Development) that uses the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). There are several techniques and research instruments, i.e 1) to determine the validity of the student worksheets based on the criteria of presentation, content, and language, a questionnaire method is used with instruments in the form of a validation questionnaire, 2) to determine the practicality of the worksheets based on the criteria for learning implementation and student responses, the observation, and questionnaire methods are used with instruments in the form of implementation observation sheets and student response questionnaires, 3) to determine the effectiveness of the student worksheets, the test method (pretest-posttest) was used with an instrument in the form of an essay test of 6 items, and 4) to determine the ability of students' scientific argumentation quantitatively and qualitatively used test and interview methods with instruments in the form of test questions, descriptions, and interview guidelines. There are several results in this study, i.e: 1) the results of the LKS validation show that the LKS is very valid in terms of presentation criteria, very valid in terms of content criteria, and valid in terms of language criteria, 2) LKS is declared practical because the results of observations show that The average percentage of implementation in the three classes was 89.6% of teacher activities carried out and 84.1% of student activities were carried out, and the average percentage of student responses in the three classes was 81.57% of the student response questionnaire results showed a positive response, 3) The worksheets are effective because the results of the paired t-test in the three classes show differences in students' scientific argumentation abilities on the pretest and posttest results. Also, the n-gain results showed that there was an increase in students' scientific argumentation abilities in the three classes and the n-gain results were in the medium category, 4) Overall the results of students' scientific arguments quantitatively showed an increase in the quality level of students' scientific arguments or the posttest results are higher than the pretest results. Meanwhile, the qualitative results of the students' scientific arguments support the quantitative results.