Paulus, Lilis (2016) PENGEMBANGAN PERANGKAT PEMBELAJARAN YANG BERORIENTASI MODEL PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERUBAHAN LINGKUNGAN KELAS X. S1 thesis, Universitas Negeri Makassar.
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Abstract
Abstract : Learning Tools Development Oriented on Problem Based Learning Model by Utilizing Scientific Approach for Grade X on Environment Changes Material. This study is Research and Development, which aims at developing the learning tools aligned with the characteristics of Problem-Based Learning (PBL) model and assessing the quality (validity, practicality, and effectiveness) of learning tools aligned with PBL learning model. The development procedure of learning tools aligned with PBL model refers to Thiagarajan development model or 4-D model. It consists of four phases, namely defining phase, design phase, development phase, and dissemination phase. The results of learning tools development which oriented on PBL model reveal that (1) in general, the overal component of learning tools (prototype 1) is confirmed as valid, the total average of the analysis result of RPP validation is 3,43 (valid), the total average of the student’s textbook is 3,52 (very valid), and the total average of LKPD is 3.36 (valid); (2) the result of limited test of prototype II indicates that it has met the criteria of practicality. The result of observation on the implementation of learning tools which oriented on PBL model is 3,67 (implemented completely) with R=0,83 (reliable); (3) in general, the result of limited test of prototype II has met the criteria of effectiveness. The results of observation during the learning which oriented on PBL model are (a) the performance of teachers I managing the learning which oriented on PBL model is X=3.78 (high from the ideal) score KG≥4.5 (very high) with R=0,81 (reliable), (b) the student’s has met the set interval of ideal time, (c) the total average of percentage of students’ positive response on learning activity is 63.89% and the students very positive response on students’ on students’ textbook is 55.56% and the students very positive response on learning activity is 44.44%, (e) the total average of percentage of students positive respons on LKPD is 61.11% and the students’ very positive response on LKPD is 38.89%, and (f) the result of learning outcome with the total percentage mastery is 88.89%, meaning that the result of learning outcome has met the requirement of individual mastery, 70 minimally, and the mastery classically is 85% minimally from the KKM score. Keywords: learning tools, problem-based learning, Biology Abstrak: “Pengembangan Perangkat Pembelajaran yang Berorientasi Model Problem Based Learning (PBL) dengan Pendekatan Saintifik pada Materi Perubahan Lingkungan Kelas X”. Penelitian ini adalah penelitian pengembangan (Research and Development) yang bertujuan untuk mengembangkan perangkat pembelajaran yang sesuai dengan karakteristik pembelajaran model problem based learning (PBL) dan untuk menilai kualiatas (kevalidan, kepraktisan, dan keefektifan) perangkat pembelajaran yang sesuai dengan pembelajaran problem based learning (PBL). Prosedur pengembangan perangkat pembelajaran yang berorientasi model problem basel learning mengacu pada model pengembangan Thiagarajan atau Model 4-D yang terdiri dari 4 tahapan yaitu pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (dessiminate). Hasil pengembangan perangkat pembelajaran berorientasi model problem based learning menunjukkan bahwa (1) secara umum keseluruhan komponen perangkat pembelajaran problem based learning (Prototipe I) dinyatakan valid, rerata total aspek hasil analisis validasi RPP 3,43 (valid), buku peserta didik dengan rerata total aspek 3,52 (sangat valid), dan LKPD rerata total aspek 3,36 (valid). (2) secara hasil ujicoba terbatas prototipe II telah memenuhi kriteria kepraktisan, hasil pengamatan terhadap keterlaksanaan perangkat pembelajaran yang berorientasi model problem based learning selama ujicoba adalah dengan rerata total aspek 3,67 (terlaksana seluruhnya) dengan R = 0,83 (reliabel), (3) secara umum hasil ujicoba terbatas prototipe II telah memenuhi kriteria keefektifan. Hasil pengamatan selama pembelajaran yang berorientasi model problem based learning adalah (a) kemampuan guru mengelola pembelajaran yang berorientasi model problem based learning X = 3,78 (tinggi) dari skor ideal KG ≥ 4,5 (sangat tinggi) dengan R = 0,81 (reliabel) (b) aktivitas peserta didik telah memenuhi interval waktu ideal yang telah ditentukan (c) persentase respon positif rata-rata total peserta didik terhadap kegiatan pembelajaran adalah 63,89 % dan respon sangat positif rata-rata total peserta didik terhadap kegiatan pembelajaran 36,11 % (d) persentase respon positif rata-rata total peserta didik terhadap buku peserta didik adalah 55,56 % dan respon sangat positif rata-rata total peserta didik terhadap kegiatan pembelajaran 44,44 % (e) persentase respon positif rata-rata total peserta didik terhadap LKPD adalah 61,11 % dan respon sangat positif rata-rata total peserta didik terhadap LKPD 38,89 % (f) hasil belajar peserta didik dengan persentase ketuntasan total 88,89 % artinya hasil belajar peserta didik memenuhi syarat ketuntasan individual yaitu minimal 70 dan ketuntasan secara klasikal minimal 85 % dari nilai KKM. Kata Kunci: Perangkat Pembelajaran, Problem Based Learning, Biologi
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | PASCASARJANA > Biologi |
| Divisions: | PROGRAM PASCASARJANA |
| Depositing User: | UPT PERPUSTAKAAN UNM |
| Date Deposited: | 27 Oct 2017 00:15 |
| Last Modified: | 27 Oct 2017 00:15 |
| URI: | http://eprints.unm.ac.id/id/eprint/3383 |
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