ABSTRAK

Mursyidah, Roihana Waliyyul. 2019. Pengembangan Buku Ajar IPA Berbasis Strategi Metakognitif untuk Melatihkan Keterampilan Berpikir Kritis dan Kreatif Siswa Sekolah Dasar. Tesis, Program Studi Pendidikan Dasar, Pascasarjana, Universitas Negeri Surabaya. Pembimbing: (I) Prof. Dr. Muslimin Ibrahim, M.Pd, dan (II) Prof. Dr. Mustaji, M.Pd.

Kata Kunci: Buku Ajar, Strategi Metakognitif, Keterampilan Berpikir Kritis, Keterampilan Berpikir Kreatif.

Penelitian ini bertujuan untuk menghasilkan produk berupa buku ajar berbasis strategi metakognitif untuk melatihkan keterampilan berpikir kritis dan kreatif siswa Sekolah Dasar. Materi yang dikembangkan adalah materi siklus air yang terdapat pada materi kelas V SD. Metode penelitian yang digunakan adalah metode penelitian pengembangan dengan mengacu pada model 4D oleh Thiagarajan dengan tahapan, yaitu (1) pendefinisian, (2) perancangan, (3) pengembangan, dan (4) penyebaran. Desain ujicoba menggunakan One Group Pre-Test Post-Test Design. Teknik analisis data menggunakan analisis data deskriptif kualitatif dan deskriptif kuantitatif. Instrumen yang digunakan di antaranya lembar validasi, lembar observasi, lembar tes, dan kuesioner. Buku ajar yang dikembangkan dinyatakan valid ditinjau dari hasil validasi buku yang memeroleh modus kategori kelayakan valid dan uji keterbacaan yang sesuai dengan pembaca. Buku ajar yang dikembangkan juga dinyatakan sebagai buku ajar yang praktis ditinjau dari hasil observasi keterlaksanaan RPP pertemuan ke-1 yang memeroleh hasil 82%, pertemuan ke-2 90%, dan pertemuan ke-3 98,5% serta ditinjau dari aktivitas siswa yang memeroleh modus kategori baik pada pertemuan ke-1 dan kategori sangat baik pada pertemuan ke-2 dan ke-3. Buku ajar yang dikembangkan juga dinyatakan efektif ditinjau dari keterampilan berpikir kritis serta kreatif siswa yang meningkat dari pre-test menuju post-test serta angket siswa yang memeroleh hasil positif dengan modus nilai >70%. Berdasarkan pembahasan hasil dan temuan-temuan disimpulkan bahwa buku ajar IPA berbasis strategi metakognitif yang telah dikembangkan pada materi siklus air layak digunakan untuk melatihkan keterampilan berpikir kritis dan kreatif siswa Sekolah Dasar.

ABSTRACT

Mursyidah, Roihana Waliyyul. 2019. Development of Students Book based on Metacognitive Strategy to Practice Critical and Creative Thinking Skills of Elementary School Students. Thesis, Elementary Education Department, Postgraduate, Universitas Negeri Surabaya. Advisor: (I) Prof. Dr. Muslimin Ibrahim, M.Pd, and (II) Prof. Dr. Mustaji, M.Pd.

Keywords: Students Book, Metacognitive Strategies, Critical Thinking Skills, Creative Thinking Skills.

This study aims to produce a product in the form of textbooks based on metacognitive strategies to practice the critical thinking and creative skills of elementary school students. The material developed is water cycle material contained in the grade V elementary school material. The research method used is a development research method with reference to the 4D development model by Thiagarajan with four stages, namely (1) definition, (2) design, (3) development, and (4) disseminate. Design tests using One Group Pre-Test Post-Test Design. Data analysis techniques using qualitative descriptive data analysis and quantitative descriptive. The instruments used included validation sheets, observation sheets, test sheets, and questionnaires. The textbooks developed were deemed valid in terms of the results of the book validation which obtained a valid eligibility category mode and readability test that was appropriate for the reader. The textbook that was developed was also stated as a practical textbook in terms of observing the results of the implementation of the RPP the 1st meeting which got 82% results, the 2nd meeting 90%, and the 3rd meeting 98.5% and reviewed from the activities of students who obtained the category mode is good at the 1st meeting and the category is very good at the 2nd and 3rd meeting. The textbooks that were developed were also declared effective in terms of students' critical and creative thinking skills which improved from pre-test to post-test as well as student questionnaires that obtained positive results with a mode score of >70%. Based on the discussion of the results and findings, it was concluded that the science textbook based on metacognitive strategies that had been developed on the water cycle material, was appropriate to be used to train students critical and creative thinking skills.