PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA DENGAN SETTING SAINS TEKNOLOGI MASYARAKAT (STM) UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN PEMAHAMAN KONSEP KIMIA SISWA
Abstract
Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran kimia dengan setting sains teknologi masyarakat (STM) yang valid, praktis, dan efektif untuk meningkatkan keterampilan proses sains dan pemahaman konsep kimia siswa. Pengembangan dilaksanakan dengan mengacu pada model Dick & Carey, meliputi: (1) penetapan materi pembelajaran dan kompetensi dasar, (2) analisis kebutuhan, (3) pengembangan perangkat pembelajaran, dan (4) uji coba perangkat pembelajaran. Subjek dari penelitian ini adalah ahli, guru, dan siswa kelas XI IPA 1 SMA Negeri 2 Bangli tahun pelajaran 2014/2015. Metode penelitian dilakukan dengan analisis deskriptif tentang validitas, kepraktisan, dan efektivitas perangat pembelajaran. Hasil penelitian diperoleh: (1) validitas perangkat pembelajaran yang terdiri dari nilai validitas silabus dengan rata-rata 3,67; RPP 3,70; LKS 3,63; Buku Pegangan Siswa 3,66; Buku Pegangan Guru 3,66. Sehingga secara keseluruhan perangkat pembelajaran ini berada pada kategori sangat valid. (2) kepraktisan perangkat pembelajaranyang terdiri dari rata-rata nilai keterlaksanaan perangkat pembelajaran 3,51, rata-rata respon guru 3,69 dan respon siswa 3,62. Secara keseluruhan perangkat pembelajaran ini sangat praktis. (3) rata-rata keterampilan proses sains siswa meningkat setelah perangkat pembelajaran yang dikembangkan,penerapan pertama= 55,3; penerapan kedua= 70,2; penerapan ketiga= 80,9 dan penerapan keempat = 91,2. (4) terdapat perbedaan yang signifikan dalam pemahaman konsep kimia sebelum dan setelah perangkat pembelajaran diterapkan.
Kata Kunci : perangkat pembelajaran STM, keterampilan proses sains, pemahaman konsep
This aims at developing valid, practical, and effective chemistry instruction with society technology science setting to improve students’ science process skill and students’ chemistry understanding. The development is done by using Dick & Carey model consisting of four steps, namely: (1) establishing the learning material and basic competency, (2) need analysis, (3) developing instruction tool, and (4) trying out learning tool. The subjects of this research are experts, teachers, and students of XI IPA 2 SMAN 2 Bangli in the academic year 2014/2015. The analysis method done by using descriptive analysis about validity, practicality, and effectiveness of learning tool. This research discovers: (1) the validity learning tool consisting of syllabus validity with average of 3,67; lesson plan of 3,70; worksheet of 3,63; students’ main book of 3,66, teachers’ book of 3,66. So that, all instruction is in very valid. (2) the practicality of the instruction tool consisting of the average score of learning tool application of 3,51, the average of teachers’ response of 3,69 and students’ response of 3,62. So that, all the learning tool is categorized into very practical. (3) the average score of students’ science process skill improve after the implementation of the developed instruction tool from implementation I = 55,3; Implementation II = 70,2; Implementation III = 80,9 and Implementation IV = 91,2. (4) there is a significant difference on students’ chemistry concept understanding before and after the instruction tool is implemented.
keyword : science technology society instruction, scientific science skill, concept understanding
Kata Kunci : perangkat pembelajaran STM, keterampilan proses sains, pemahaman konsep
This aims at developing valid, practical, and effective chemistry instruction with society technology science setting to improve students’ science process skill and students’ chemistry understanding. The development is done by using Dick & Carey model consisting of four steps, namely: (1) establishing the learning material and basic competency, (2) need analysis, (3) developing instruction tool, and (4) trying out learning tool. The subjects of this research are experts, teachers, and students of XI IPA 2 SMAN 2 Bangli in the academic year 2014/2015. The analysis method done by using descriptive analysis about validity, practicality, and effectiveness of learning tool. This research discovers: (1) the validity learning tool consisting of syllabus validity with average of 3,67; lesson plan of 3,70; worksheet of 3,63; students’ main book of 3,66, teachers’ book of 3,66. So that, all instruction is in very valid. (2) the practicality of the instruction tool consisting of the average score of learning tool application of 3,51, the average of teachers’ response of 3,69 and students’ response of 3,62. So that, all the learning tool is categorized into very practical. (3) the average score of students’ science process skill improve after the implementation of the developed instruction tool from implementation I = 55,3; Implementation II = 70,2; Implementation III = 80,9 and Implementation IV = 91,2. (4) there is a significant difference on students’ chemistry concept understanding before and after the instruction tool is implemented.
keyword : science technology society instruction, scientific science skill, concept understanding
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Universitas Pendidikan Ganesha
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