Pengembangan Lembar Kerja Peserta Didik dengan Objek Jejak Karbon Berbasis Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

Development of Student Worksheets with Carbon Footprint Object Based on Problem-Based Learning to Improve Students' Critical Thinking Skills

Keterampilan berpikir kritis merupakan suatu kompetensi yang dapat dicapai melalui proses berpikir peserta didik yang dapat dipicu oleh proses pemecahan masalah secara aktual. Problem Based Learning (PBL) menjadi salah satu strategi yang dinilai mampu memfokuskan peserta didik untuk menuntaskan masalah secara mandiri dalam pembelajaran sehingga melatihkan kemampuan berpikir tingkat tinggi. Adapun tujuan penelitian ini ialah untuk mendeskripsikan validitas, praktikalitas, dan efektivitas LKPD dengan objek jejak karbon berbasis PBL untuk meningkatkan keterampilan berpikir kritis peserta didik. Penelitian ini termasuk penelitian pengembangan menggunakan metode Research and Development (R&D) dengan prosedur ADDIE. LKPD dikembangkan di Jurusan Biologi, FMIPA, Universitas Negeri Surabaya, dan diuji cobakan terbatas pada 35 peserta didik kelas X-7 SMAN 1 Sidoarjo. Pengumpulan data dilakukan menggunakan metode wawancara, validasi, observasi, tes, dan angket. Instrumen penelitian yang digunakan adalah lembar validasi LKPD, lembar observasi keterlaksanaan, lembar angket respon peserta didik, lembar penilaian Pretest dan Posttest, serta lembar ketercapaian indikator berpikir kritis. Teknik analisis data yang digunakan adalah analisis validitas LKPD, analisis keterlaksanaan LKPD, respon peserta didik, ketuntasan belajar, dan ketercapaian indikator berpikir kritis. Dari penelitian ini, diperoleh hasil yaitu LKPD dengan objek jejak karbon berbasis PBL dinilai sangat valid dengan skor 3,8, sangat praktis dilihat dari keterlaksanaan sebesar 97,8% dan dari respon peserta didik sebesar 97,8%, serta dinilai efektif dilihat dari ketuntasan hasil belajar sebesar 91% dan efektif meningkatkan keterampilan berpikir kritis sebesar 86,7%.

Kata kunci:  LKPD, problem-based learning, berpikir kritis, jejak karbon

Critical thinking skills are a competency that can be achieved through students' thinking processes that actual problem-solving processes can trigger. Problem-Based Learning (PBL) is one of the learning strategies that can focus students on solving problems independently to train higher-order thinking skills. This study aims to describe the validity, practicality, and effectivity of student worksheets with carbon footprint objects based on PBL to improve students' critical thinking skills. This development research used the Research and Development (R&D) method with the ADDIE procedure. The development of student worksheet was conducted at the Department of Biology, FMIPA, State University of Surabaya, and applied to 35 X-7 SMAN 1 Sidoarjo students. Data collection techniques are interviews, validation, observation, tests, and questionnaires. The research instruments used were student worksheet validation sheets, implementation observation sheets, student response questionnaire sheets, pretest, and posttest assessment sheets, and critical thinking indicator achievement sheets. The data analysis technique used was the analysis of the validity implementation, student responses, learning completeness, and the achievement of indicators of critical thinking. The results are that the student worksheet with carbon footprint object based on PBL is stated to be very valid with a score of 3.8, declared very practical based on the implementation of student worksheet with a percentage of 97.8%, and very practical based on student responses with a percentage of 97.8%, and also declared effective based on mastery learning outcomes of 91% and effectively improve critical thinking skills of 86.7%.

Keywords:  student worksheet, problem-based learning, critical thinking, carbon footprint