Pengembangan LAPD Elektronik (E-LAPD) pada Pembelajaran Berdiferensiasi Materi Laju Reaksi untuk Melatih Keterampilan Berpikir Kritis Peserta Didik SMA

Development of Electronic LAPD (E-LAPD) in Differentiated Learning of Reaction Rate Material to Train Critical Thinking Skills of High School Students

Keterampilan berpikir kritis merupakan salah satu keterampilan abad ke-21 yang penting dikuasai peserta didik, khususnya dalam pembelajaran kimia. Kurikulum Merdeka merekomendasikan pembelajaran berdiferensiasi yang dapat melatihkan keterampilan berpikir kritis dengan menyesuaikan gaya belajar peserta didik. Oleh karena itu, diperlukan media pembelajaran yang mendukung pembelajaran diferensiasi dan mampu melibatkan peserta didik secara aktif sesuai gaya belajarnya.  Penelitian ini bertujuan untuk mengetahui kelayakan E-LAPD  dalam pembelajaran berdiferensiasi materi laju reaksi untuk melatih keterampilan berpikir kritis. Penelitian ini merupakan jenis penelitian Research and Development dengan model ADDIE yang dibatasi hingga tahap pengembangan. Hasil penelitian menunjukkan bahwa E-LAPD yang dikembangkan dinyatakan valid berdasarkan skor validasi dari tiga validator dengan modus penilaian 3 dan 4 (kategori valid). E-LAPD dinyatakan praktis dengan persentase respon positif peserta didik sebesar 98,8% dan observasi aktivitas peserta didik relevan sebesar 97%. E-LAPD juga terbukti efektif dengan hasil uji Wilcoxon menunjukkan p-value (1-tailed) < 0,05 serta pencapaian ketuntasan klasikal 100%. Dengan demikian, E-LAPD layak digunakan sebagai media pembelajaran berdiferensiasi untuk melatih keterampilan berpikir kritis peserta didik SMA.

Critical thinking skills are one of the essential 21st-century skills that students need to master, particularly in chemistry learning. The Merdeka Curriculum recommends differentiated learning that can foster critical thinking skills by accommodating student’s learning styles. Therefore, there is a need for learning media that support differentiated instruction and actively engage students according to their learning preferences. This study aims to determine the feasibility of E-LAPD in differentiated learning on the topic of reaction rates to develop students' critical thinking skills. This research is a type of Research and Development (R&D) using the ADDIE model, limited to the development stage. The results showed that the developed E-LAPD was declared valid based on validation scores from three validators, with a mode score of 3 and 4 (valid category). E-LAPD was considered practical with 98.8% positive student responses and 97% relevance in student activity observations. The product also proved to be effective, as indicated by the Wilcoxon test results showing a p-value (1-tailed) < 0.05, along with a 100% achievement of classical completeness. Therefore, E-LAPD is deemed feasible to be used as a differentiated learning medium to train critical thinking skills among high school students.