PENGEMBANGAN BAHAN AJAR IPA BERBASIS SCIENCE, ENVIRONMENT, TECHNOLOGY, AND SOCIETY (SETS) UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA KELAS V

DEVELOPMENT OF SCIENCE, ENVIRONMENT, TECHNOLOGY, AND SOCIETY (SETS) TEACHING MATERIALS TO IMPROVE STUDENTS CRITICAL THINKING SKILLS IN FIVE GRADE CLASS 

Berpikir kritis siswa belum dilatihkan secara maksimal dalam pembelajaran, kegiatan pembelajaran hanya menghafal untuk memenuhi tuntutan lulus dalam penilaian. Siswa kurang dapat memahami, membangun, dan mengkritisi argumen mengenai sebuah masalah terutama pada pembelajaran IPA. Hal inilah yang melatarbelakangi dikembangkannya bahan ajar berbasis Science, Environment, Technology, and Society (SETS). Penelitian ini bertujuan untuk mengetahui bagaimana kelayakan bahan ajar IPA berbasis SETS pada materi ekosistem untuk meningkatkan keterampilan berpikir kritis siswa kelas V. Jenis penelitian ini adalah penelitian dan pengembangan (Research and Development) dengan model 4D. Penelitian ini dilakukan secara online menggunakan platform Zoom, Google form, dan Ms. Teams yang dilakukan secara sinkronus dan asinkronus karena pandemi Covid-19. Teknik pengumpulan data dilaksanakan melalui tahap validasi ahli, kemudian untuk lembar observasi keterlaksanaan pembelajaran, tes berpikir kritis (pretest dan posttest), dan angket respon siswa. Selanjutnya, dianalisis dengan teknik kuantitatif dan deskriptif. Hasil penelitian menunjukkan bahwa: (1) bahan ajar berada pada kategori valid dengan rata-rata 3,4, (2) praktis berdasarkan observasi keterlaksanaan pembelajaran dengan rata-rata 93% kategoti terlaksana dengan baik, dan aktivitas siswa 95% kategori aktif, (3) efektif berdasarkan perolehan N-gain pada tes berpikir kritis yaitu 0,77 (kategori tinggi), dan angket respon siswa yaitu 97% kategori sangat baik. Kesimpulan dari hasil penelitian ini adalah bahan ajar IPA berbasis SETS pada materi ekosistem valid, praktis dan efektif dalam meningkatkan keterampilan berpikir kritis siswa kelas V.

Student's critical thinking has not been maximally train in learning, learning activities are only memorizing demands of passing the assessment. Students are less understand, build, and criticize arguments about a problem, especially in science learning. This is the introduction for the development of teaching materials based on Science, Environment, Technology, and Society (SETS). This study aims to determine how the feasibility of science teaching materials based on SETS in ecosystem materials to improve the critical thinking skills of grade 5 students. This type of research is research and development (Research and Development) with a 4D model. This research was conducted online using platform Zoom, Google Form, and Microsoft Teams which was carried out synchronously and asynchronously due to the Covid-19 pandemic. The data collection technique is the expert validation stage, the implementation of learning observation sheets, critical thinking tests (pretest and posttest), and student response questionnaires and then analyzed using quantitative and descriptive techniques. The results show that: (1) teaching materials were in the valid category with an average of 3.4, (2) practical based on observations of the implementation of learning with an average of 93% and the categories are good, and 95% of the student activity was active, ( 3) effective based on the acquisition of N-gain on the critical thinking test is 0.77 (high category), and the student response questionnaire that is 97% very good category. The conclusion from the results of this study is that science teaching materials based on SETS in ecosystem materials are valid, practical, and effective in improving the critical thinking skills of five grade class.