PENGEMBANGAN MODUL AJAR SISTEM STARTER BERORIENTASI PROBLEM BASED LEARNING PADA PROGRAM KEAHLIAN TEKNIK SEPEDA MOTOR SMK NEGERI 2 SURABAYA

DEVELOPMENT OF A PROBLEM-ORIENTED STARTER SYSTEM TEACHING MODULE BASED LEARNING IN THE MOTORCYCLE ENGINEERING PROGRAM OF SMK NEGERI 2 SURABAYA

Kesuksesan dari kurikulum yang diterapkan bergantung pada cara guru mengimplementasikannya dan jenis perangkat pembelajaran yang digunakan, dalam pelaksanaan Kurikulum Merdeka, peran perangkat pembelajaran menjadi krusial. Kurangnya perangkat pembelajaran dalam Konteks Kurikulum Merdeka dapat menyebabkan hasil belajar siswa relative rendah. Salah satu cara untuk meningkatkan hasil belajar siswa yaitu dengan mengembangkan modul ajar Kurikulum Merdeka yang berorientasi Problem Based Learning. 

Model pengembangan yang digunakan dalam penelitian ini adalah model pengembangan 4D. Pada 4D terdapat empat tahapan, yaitu Pendefinisian (define), Perancangan (design), Pengembangan (develop), Penyebaran (disseminate). Tingkat kelayakan dari Modul Ajar Sistem Starter Teknik Sepeda Motor mendapatkan nilai sebesar 75% dengan kriteria “Layak”. Nilai respon peserta didik mendapatkan rata-rata 87% kriteria “Sangat Baik”. Hasil pengujian N-Gain score sebesar 69.60%. Dapat diambil kesimpulan bahwa hasil belajar peserta didik masuk pada kategori “cukup efektif”.  

The success of the implemented curriculum depends on how the teacher implements it and the type of learning tools used. In implementing the Independent Curriculum, the role of learning tools is crucial. The lack of learning tools in the Independent Curriculum Context can cause relatively low student learning outcomes. One way to improve student learning outcomes is by developing Independent Curriculum teaching modules that are Problem Based Learning oriented. 

The development model used in this research is the 4D development model. In 4D there are four stages, namely defining, designing, developing, disseminating. The feasibility level of the Motorcycle Engineering Starter System Teaching Module received a score of 75% with the "Eligible" criteria. Student response scores received an average of 87% of the "Very Good" criteria. The N-Gain score test results were 69.60%. It can be concluded that student learning outcomes fall into the "quite effective" categories.