PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MEREDUKSI MISKONSEPSI PELAJARAN IPA DI SD
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Jan 31, 2021
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Penelitian ini berupaya mengembangkan bahan ajar LKPD berbasis CTL (Contextual Teaching and Learning) untuk kelas IV SD dengan pencapaian konsep yang valid dan efektif untuk digunakan. Tahapan dalam pengembangan bahan ajar LKPD ini didasarkan pada tahapan pengembangan bahan ajar oleh langkah penelitian pengembangan Borg dan Gall. Tahapan pengembangan dalam penelitian ini terdiri atas: (1) tahap penelitian dan pengumpulan data yang meliputi tahap analisis kebutuhan, (2) tahap perencanaan bahan ajar yang meliputi kegiatan penyusunan peta bahan ajar dan pembuatan bahan ajar yang akan dikembangkan, (3) tahap pengembangan bahan ajar, yang meliputi kegiatan validasi produk bahan ajar, validasi RPP dan validasi soal tes konsepsi siswa, (4) tahap pengujian dan evaluasi bahan ajar yang meliputi kegiatan uji coba pada kelas uji coba kelas eksperimen dan kelas kontrol. Subjek uji coba dalam penelitian ini adalah peserta didik kelas IV SD Dawatul Hasanh, MI Muhammadiyah 5, MI Al Akbar. Data penelitian ini berfokus pada proses pengembangan dan kualitas bahan ajar. Instrumen pengumpulan data dalam penelitian ini terdiri atas wawancara, validasi, observasi, angket dan tes hasil belajar. Data kualitas bahan ajar diperoleh dari hasil uji coba produk. Hasil penelitian meliputi: (1) hasil analisis tingkat kebutuhan pengembangan bahan ajar teks eksposisi, (2) hasil analisis kevalidan produk bahan ajar yang dikembangkan, dan (3) hasil anailisis keefektifan produk bahan ajar yang dikembangkan. Data hasil tingkat kebutuhan pengembangan bahan ajar LKPD berbasis CTL diperoleh dari observasi dan wawancara dengan peserta didik dan guru yang menunjukkan kategori sangat butuh bahan ajar yang menunjang pembelajaran yang dikaitkan dengan lingkungan sekitar dengan persentasi 100% setuju bahwa bahan ajar yang didapat dari sekolah perlu untuk dikembangkan. Hasil validasi ahli terhadap bahan ajar LKPD berbasis CTL secara keseluruhan menunjukkan skor rata-rata 3.3 dalam kategori baik untuk digunakan. Data hasil keefektifan bahan ajar LKPD berbasis CTL diperoleh dari keterlaksanaan rpp yang menunjukkan 90% terlaksana, hasil belajar peserta didik yang menunjukkan N-Gain untuk reduksi miskonsepsi dan meningkatnya hasil belajar berada pada kategori tinggi yaitu 5 dan ketuntasan klasikal sebesar 95% sehingga memenuhi standar ketuntasan KKM, serta hasil respon peserta didik yang menunjukkan rata-rata skor sebesar 3.8 dengan kategori sangat baik. Berdasarkan temuan pada penelitian pengembangan bahan ajar teks eksposisi bermuatan lingkungan alam dan sosial dalam bentuk majalah dengan model pencapaian konsep dapat disimpulkan bahwa produk bahan ajar yang dikembangkan layak digunakan, artinya dari sisi kualitas, kepraktisan, keefektifan serta hasil belajar.
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[1]
P. Astutik, T. Kirana, and W. Widodo, “PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MEREDUKSI MISKONSEPSI PELAJARAN IPA DI SD”, JURNAL EDUCATION AND DEVELOPMENT, vol. 9, no. 1, p. 380, Jan. 2021.
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References
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Beth B. Kern, Tabitha Kingsbury. 2019. Curricular Learning Communities and Retention. Journal of the Scholarship of Teaching and Learning. 19 (1) 41-52. Indiana University South Bend.
Ch. Krisnandari Ekowati1, Muhammad Darwis2, H. M. D. Pua Upa1 & Suradi Tahmir2. 2015. The Application of Contextual Approach in Learning Mathematics to Improve Students Motivation At SMPN 1 Kupang. International Education Studies. Department of Mathematics Education, Post Graduate Programs Makassar State University, Indonesia.
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Edy Surya, Feria Andriana Putri, Mukhtar. 2017. Improving Mathematical Problem-Solving Ability And Self-Confidence Of High School Students Through Contextual Learning Model. 8 (1). 85-94. Journal on Mathematics Education. Universitas Negeri Medan, Jl. Willem Iskandar Pasar V Medan Estate, Medan, Sumatera Utara, Indonesia.
Edy Surya, Feria Andriana Putri, Mukhtar. 2017. Improving Mathematical Problem-Solving Ability And Self-Confidence Of High School Students Through
Eka Rahmawati, Irdamurni, Risda Amini. 2019. Pengembangan Modul Berbasis Pendekatan Kontekstual Dengan Adobe Flash Untuk Siswa Sekolah Dasar. 3 (2) 469-477 Jurnal Basicedu. Pascasarjana Pendidikan Dasar, Fakultas Ilmu Pendidikan, Universitas Negeri Padang.
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Hasan, S., D. Bagayoko, D., and Kelley, E.C. 1999. Misconceptions and the certainly of response index (CRI). Journal Physic education-34 (s) 294-299.
Hasani, Aceng. 2016. Enhacing Argumentative Writing Skill Through Contextual teaching and Learning. Academic Journals.11 (16) 1573-1578. Departement of Education Faculity of Education and Teaching Science. University of Sultan Agung Tirtayasa.
Heris Hendriana, Euis Eti Rohaeti, Wahyu Hidayat. 2017.Metaphorical Thinking Learning And Junior High School Teachers’ Mathematical Questioning Ability. 8 (1) 55 (64). Journal on Mathematics Education.STKIP Siliwangi Bandung.
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Jusmaini. 2016. Upaya Peningkatan Hasil Belajar Soal Cerita melalui Pendekatan Contextual Teaching and Learning (CTL) pada Siswa Kelas III Sekolah Dasar Negeri 07 Batang Anai. 4 (2) 67-73. Jurnal Konseling dan Pendidikan.
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Kahraman, Sakip. 2019. Evaluating University Students’ Understanding of Atmospheric Environmental Issues Using a Three-Tier Diagnostic Test. 9 (1) 1-17 .International Electronic Journal of Environmental Education. Canakkale Onsekiz Mart University, Canakkale, TURKEY.
Lorelei R. Coddington1 and Lauren H. Swanson2. 2019. Exploring Identity of Prospective Math and Science Teachers Through Reflections in Early Field Contexts. 5 (1) 207-228 Journal of Teacher Education and Educators. Biola University
Lamapaha, Yulia Florenty. 2017. Pengembangan Lembar Kerja Siswa Berbasis Kontekstual Berorientasi Penalaran Saintifik. Jurnal Pendidikan Matematika dan Sains.
M. Taufiq, N. Hindarto, dan Khumaedi. 2011. Student's Science Misconceptions Concerning The State Changes Of Water And Their Remediation Using Three Different Learning Models In Elementary School. 74-79. Jurnal Pendidikan Fisika Indonesia 7. Universitas Negeri Semarang, Semarang.
Marjolein Versteeg, Marjo Wijnen-Meijer, and Paul Steendijk1,. 2019. Informing the uninformed: a multitier approach to uncover students’ misconceptions on cardiovascular physiology. 7–14. Generalizable Education Research. 1Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands; 2Department of Cardiology, Leiden University Medical Center, Leiden, The Netherlands; and 3Medical Education Center, Technical University Munich, Munich, Germany.
Matthew D. Lammi And Cameron D. Denson. 2017. Modeling as an Engineering Habit of Mind and Practice. Advances in Engineering Education. 1-27. North Carolina State University Raleigh, NC.
Maulana, Mosik. 2010. Usaha Mengurangi Terjadinya Miskonsepsi Fisika Melalui Pembelajaran Dengan Pendekatan Konflik Kognitif. Jurnal Pendidikan Fisika Indonesia. UNNES.
Mehmet Aydeniz, Kader Bilican, Zubeyde Demet Kirbulut. 2017. Exploring Pre-Service Elementary Science Teachers’ Conceptual Understanding of Particulate Nature of Matter through Three-Tier Diagnostic Test. 5 (1) 221-234. International Journal of Education in Mathematics, Science and Technology.
Michelle M. Massar, PhD, Kent McIntosh, PhD, and Sterett H. Mercer, PhD. 2017. Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems. 40 (1) 16-24. article. University of Oregon, Eugene, USA.
Muhammad Asy’ari, muhammad Ihsan, Muhali. 2019. The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers’ Metacognition Knowledge and Metacognition Awareness. 12 (2) 455-470 International Journal of Instruction. IKIP Mataram, Indonesia.
Muhammad Noor bin Abdul Aziz, Nurahimah Mohd Yusoff. 2016. Improving Process Writing with the Use Authentic Assessment. 5 (3). 200-204. Sekolah Kebangsaan Pauh Jaya, Permatang Pauh, Pulau Pinang, Malaysia.
Muhklishoh, Khisbiyah. 2010. Pengaruh Film Animasi terhadap Motivasi Belajar Siswa Mata Pelajaran IPA (Studi Penelitian di MI An-Nur Kota Cirebon). Jurnal Pendidikan.
Mulyandi. 2016. Implementasi Kebijakan Pembelajaran Tematik Terpadu Kurikulum 2013 Di SDN Kauman 1 Malang Dan SD Muhammadiyah 1 Malang. 3 (2) 31-48.Jurnal Edutama.
Murdaka dan Priambodo. 2007. Fisika dasar untuk Mahasiswa Ilmu-ilmu Eksata Teknik. Yogyakarta: ANDI OFFSET.
Nur Kumala Sari, Siti Suprihatin. 2018. Pengembangan Lembar Kerja Peserta Didik (Lkpd) Berorientasi Nilai Keislaman Pada Materi Pengangguran Kelas XI. 6 (1) 35-44 Jurnal Pendidikan Ekonomi UM Metro Pendidikan Ekonomi FKIP Universitas Muhammadiyah.
P John Williams1 , Nhung Nguyen2 , Jenny Mangan3. 2017. Using Technology To Support Science Inquiry Learning Journal of Technology and Science Education. 7 (1) 26-57. The University of Waikato, Hamilton (New Zealand).
Rahmayani dkk. 2019. Pengembangan Handout Berbasis ontextual pada Pelajaran Biologi Materi Bioteknologi untuk Siswa kelas XII SMK Negeri 02 Batu. Jurnal Pendidikan Biologi Indonesia. UMM FKIP Pendidikan Biologi.
Sanjaya. (2006). Perencanaan dan Desain Sistem Pembelajaran. Jakarta: Kencana Perdana Media Group.
Sanjaya. (2009). Perencanaan dan Desain Sistem Pembelajaran. Jakarta: Kencana Perdana Media Group.
Sari Wirdaningsih, I Made Arnawa, dan Azwir Anhar. 2017. Pengembangan Perangkat Pembelajaran Dengan Pendekatan Contextual Teaching And Learning Untuk Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik Kelas XI.
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