Pengembangan Buku Ajar Berbantuan Sains Pop up Untuk Melatihkan Keterampilan Berpikir Kritis Peserta Didik SD

Development of Science-Assisted Textbooks Pop-up for Practicing Critical Thinking Skills of Elementary Students

       Penelitian ini bertujuan (1) menghasilkan buku ajar berbasis sains pop up untuk melatihkan keterampilan berpikir kritis peserta didik di kelas V SD, (2) mendeskripsikan validitas, kepraktisan, dan keefektifan buku ajar berbasis sains pop up untuk melatihkan keterampilan berpikir kritis pada materi “Sistem Pencernaan pada Manusia”. Penelitian ini merupakan penelitian pengembangan yang mengacu pada model pengembangan analysis, design, development, Implementation dan evaluation (ADDIE). Teknik pengumpulan data dilakukan dengan pengamatan, penyebaran angket, dan pemberian tes. Teknik analisis data menggunakan teknik analisis deskriptif kuntitatif yang terdiri atas validitas perangkat pembelajaran, reliabilitas pengamatan, analisis aktivitas peserta didik, analisis keterlaksanaan RPP dan tes keterampilan berpikir kritis. Perangkat pembelajaran dengan buku ajar berbasis sains pop up kemudian divalidasi oleh pakar. Hasil validasi pakar menyatakan bahwa perangkat pembelajaran dengan buku ajar berbasis sains pop up valid untuk digunakan. Selanjutnya diuji cobakan kepada peserta didik kelas V SDN Kandangan I/121 Surabaya dengan One Group Pretest-Postest Design. Hasil uji coba II menunjukkan (1) perangkat pembelajaran dengan buku  ajar berbasis sains pop up yang dikembangkan berkategori valid dengan rata-rata presentase validasi 94,4%, (2) perangkat pembelajaran yang dikembangkan praktis berdasarkan keterlaksanaan RPP yang berkategori sangat baik dengan rata-rata presentase keterlaksanaan 96,6% dan aktivitas peserta didik yang relevan dengan pembelajaran, (3) perangkat pembelajaran yang dikembangkan efektif berdasarkan hasil tes keterampilan berpikir kritis peserta didik yang menunjukkan bahwa N-Gain 39 peserta didik sebagian berkategori sedang antara 0,4-0,6 dan 25 peserta didik berkategori tinggi dengan N-Gain antara 0,7-0,8 dan hasil uji paired samples t tes dengan nilai sig 0,000< 0,005 serta 91% peserta didik merespon positif. Dapat disimpulkan buku ajar berbasis sains pop up layak untuk melatihkan keterampilan berpikir peserta didik SD.

The aim of this study was (1) produced the textbooks based on science pop-up for practice criticl thinking skills on Grade V Elementary Schools, (2) described the validity, practicality, and effectiveness of this textbooks based on science pop-up for practice criticl thinking skills on a "Digestive System in Humans" chapter. This research was a study on the development of the learning instructional refers using the analysis, design, development, Implementation and evaluation (ADDIE) development model. Data collection teachniques were carried out by observing, distributing questionnaires, and providing tests. Data analysis techniques used quantitative descriptive consisted of the validity learning instructional, observation reliability, analysis of student activity, analysis on the implementation of lesson plans and test of critical thinking skills. The developed learning instructionals book based pop-up science then validated by experts. The validation results showed that this learning instructional with book based pop-up science was valid and feasible to use. Furthermore, it was tested on third-grade students of SDN Kandangan I / 121 Surabaya with One Group Pretest-Postest Design. The trial results II showed (1) the developed learning instructionals with textbooks based pop-up  science were categorized as remarkably valid with an average validation percentage of 94,4%, (2) the developed learning instructional with textbooks based pop-up science was practical, on the implementation of lesson plan considered as an excellent category with an average percentage of implementation 96,6% and the student activities were relevant to the lesson plan (3) the developed learning instructionals was effective; as revealed by the test results of the students on the critical thinking skills, showing N-gain 39 students were in the middle category between 0,4-0,6 and 25 students were in the high category with an N-Gain between 0,7-0,8 and the results of the paired samples t test with a sig value of 0,000<0,005, 91% positive feedback given by the students. It can be concluded that textbooks based pop-up science was feasible to fascilitate the students on critical thinking skills; thereby can improve the students' critical thinking skills.