PENGEMBANGAN BUKU AJAR BERBASIS SCIENCE, TECHNOLOGY, ENVIRONMENT, SOCIETY (STES) PADA MATERIKEANEKARAGAMAN HAYATI UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS SISWA KELAS X

STES-BASED (SCIENCE, TECHNOLOGY, ENVIRONMENT, SOCIETY) BIODIVERSITY TEXTBOOKS DEVELOPMENT TO TRAIN X GRADE STUDENTS CRITICAL THINKING SKILLS

ABSTRAK

Penelitian pengembangan buku ajar keanekaragaman hayati berbasis science, technology, environment, society (STES) pada materi keanekaragaman hayati ini dilakukan untuk menguji validitas dan kepraktisan buku ajar dalam melatihkan keterampilan berpikir kritis siswa kelas X. Metode pengembangan buku ajar dilakukan berdasarkan model ADDIE (analysis, design, development, implementation dan evaluation). Validitas diuji berdasarkan validasi ahli pendidikan, ahli keanekaragaman hayati dan guru biologi SMA. Kepraktisan buku ajar didapatkan melalui uji keterbacaan berdasarkan Grafik Keterbacaan Fry dan respons siswa. Data dianalisis secara deskriptif-kualitatif. Hasil penelitian menunjukkan bahwa buku ajar berbasis STES pada keanekaragaman hayati untuk melatihkan berpikir kritis siwa kelas X memperoleh skor rata-rata validitas sebesar 3.73 dengan interpretasi sangat valid. Keterbacaan buku ajar berada pada level 10 dan respons siswa sangat positif dengan presentase rata-rata sebesar 95.22%. Hal ini menunjukkan bahwa buku ajar praktis digunakan siswa SMA kelas X.

Kata Kunci: Buku Ajar, STES, Keanekaragaman Hayati, Berpikir Kritis

ABSTRACT

A Science, Technology, Environment, Society (STES)-based textbook development research on biodiversity topic was aimed to test the textbook’s validity and practicability for training 10^th-grade students’ critical thinking skills. The development method used for this research was ADDIE models (analysis, design, development, implementation and evaluation). Validity was assessed by an educational expert, a biodiversity expert, and a 10^th-grade biology teacher. Practicability obtained by using a Fry graph readability test and students’ responses. The data was analyzed descriptive-quantitatively. The result showing that a STES-based biodiversity textbook to train 10^th-grade students’ critical thinking skills had a score of 3.73, interpreted as highly valid. The textbook’s readability score was at 10^th level, and students’ responses were highly positive at the percentage of 95.22% which means that the textbook is practical for use by 10^th-grade students.

Keywords: Textbook, STES, Biodiversity, Critical Thinking