Pengembangan Perangkat Pembelajaran Sains Berbasis Environmental Learning Untuk Meningkatkan Keterampilan Pemecahan Masalah Peserta Didik SMA

Development of Science Learning Tools Based on Environmental Learning to Improve Problem Solving Skills of Senior High School Students

Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran model problem based learning berbasis environmental learning pada materi fluida dinamis yang valid, praktis, dan efektif untuk meningkatkan keterampilan pemecahan masalah peserta didik. Penelitian ini dilaksanakan menggunakan model 4D (define, design, develop, disseminate) dan uji coba menggunakan one group prestest posttest design. Instrumen penelitian yang digunakan meliputi lembar validasi, lembar observasi, soal tes keterampilan pemecahan masalah, dan angket respon peserta didik. Metode pengumpulan data menggunakan metode validasi oleh tiga validator dan observasi oleh dua observer metode tes dan angket. Data yang diperoleh dianalisis secara statistika menggunakan SPSS yaitu uji normalitas, uji homogenitas, uji t berpasangan dan uji t independent.

Hasil penelitian menunjukkan perangkat pembelajaran yang dikembangkan dinyatakan valid, praktis dan efektif sehingga layak digunakan untuk meningkatkan keterampilan pemecahan masalah peserta didik. Validitas perangkat pembelajaran dengan nilai modus 4 ditinjau berdasarkan validitas komponen inti modul ajar 4, nilai modus validitas bahan ajar 4, nilai modus soal prestest dan posttest 4, dan nilai modus lembar kerja peserta didik 4. Perangkat pembelajaran dinyatakan praktis ditinjau pada pertemuan pertama, kedua dan ketiga terlaksana pembelajaran 94,85 % dan aktivitas peserta didik 94,08%. Keterlaksanaan perangkat pembelajaran dan aktivitas peserta didik sesuai dengan tujuan pembelajaran yang telah dirancang kategori sangat baik dan dinyatakan efektif. Tes keterampilan pemecahan masalah dengan skor n-gain 0,676 dengan kategori sangat baik dan mampu meningkatkan kualitas belajar peserta didik. Hasil uji t berpasangan dengan nilai signifikan 0,000<0,05 dikatakan terdapat perbedaan hasil prestest dan posttest keterampilan pemecahan masalah peserta didik. Peserta didik memberikan respon positif 90,59% menunjukkan peserta didik termotivasi, tertarik, memiliki minat, dan kerjasama yang tinggi dalam pelaksanaan kegiatan belajar mengajar. Oleh karena itu, perangkat pembelajaran model problem based learning berbasis environmental learning dapat digunakan secara luas pada materi dan mata pelajaran yang lain karena terbukti dapat meningkatkan keterampilan pemecahan masalah peserta didik SMA.

This study aimed to produce a proper problem-based learning model based on environmental learning on dynamic fluid material that is valid, practical, and effective to improve students' problem solving skills. This research was carried out using a 4D model (define, design, develope, disseminate) and continued trials using one group prestest posttest design. The research instruments used include validation sheets, observation sheets, problem solving skills test questions, and student response questionnaires. Data was collected using validation method by three validators and observation by two observers of the test method and questionnaire. The data obtained were statistically analyzed using SPSS, namely normality test, homogeneity test, paired t test and independent t test.

The results showed that the learning devices developed were declared valid, practical and effective so that they were feasible to use to improve students' problem solving skills. The validity of the learning device with a mode value of 4 is based on the validity of the core components of the teaching module 4, the mode value of the validity of teaching materials 4, the mode value of the prestest and posttest questions 4, and the mode value of the student worksheet 4. The learning device is declared practical based on the first, second and third meetings of 94.85% learning and 94.08% learner activity. The implementation of learning devices and learner activities in accordance with the learning objectives that have been designed are very good categories and are declared effective. Problem solving skills test with n-gain score 0.676 with a very good category and able to improve the quality of learning of students. The results of the paired t test with a significant value of 0.000 <0.05 said there was a difference in the results of the prestest and posttest of students' problem solving skills. Learners gave a positive response of 90.59%, indicating that students were motivated, interested, had interest, and high cooperation in the implementation of teaching and learning activities. Therefore, the problem-based learning model learning tool based on environmental learning can be widely used in other materials and subjects because it is proven to improve the problem solving skills of senior high school