ABSTRAK
Penelitian ini bertujuan untuk mengetahui: (1) karakteristik modul IPA berbasis Problem Based Learning dengan tema hujan asam, (2) kelayakan modul IPA berbasis Problem Based Learning dengan tema hujan asam, (3) keefektivan modul IPA berbasis Problem Based Learning dengan tema hujan asam dalam meningkatkan kemampuan berpikir kritis dan keterampilan proses sains pada peserta didik kelas VII.
Penelitian ini merupakan penelitian pengembangan yang mengacu pada prosedur penelitian pengembangan Borg dan Gall. Adapun tahap-tahap model pengembangan Borg dan Gall, yaitu: (1) penelitian dan pengumpulan informasi awal, (2) perencanaan, (3) pengembangan produk awal, (4) uji coba awal, (5) revisi hasil uji coba awal, (6) uji lapangan utama, (7) revisi hasil uji lapangan utama, (8) uji lapangan operasional, (9) revisi produk akhir, dan (10) penyebaran produk. Prosedur penelitian ini dimodifikasi pada jumlah subjek ujicoba. Validasi produk dilakukan oleh 1 ahli materi, 1 ahli penyajian,1 ahli media, 1 ahli bahasa, 1 praktisi guru IPA, dan 1 teman sejawat. Penelitian dilaksanakan di SMP N 2 Magelang dengan subyek uji awal terdiri dari 10 peserta didik dan 1 guru IPA, subyek uji lapangan utama 20 peserta didik dan 1 guru IPA, kemudian subyek uji lapangan operasional yaitu 29 peserta didik dan 1 guru IPA. Uji keefektivan di analisis menggunakan software SPSS dengan jenis uji Mann Whitney Test untuk kemampuan berpikir kritis dan keterampilan proses sains, untuk pretes postes peserta didik menggunakan Independent T-Test.
Hasil penelitian diperoleh bahwa: (1) karakteristik modul yang dikembangkan adalah materi IPA yang dipadukan dengan tipe connected, basis Problem Based Learning pada modul menyajikan fenomena IPA dalam kehidupan sehari- hari dan disusun sesuai Kurikulum 2013; (2) modul layak digunakan ditinjau dari aspek kegrafikan dengan skor 3,6 (sangat baik), aspek kelayakan penyajian dengan skor 3,3 (sangat baik), aspek kelayakan isi dengan skor 3,6 (sangat baik), aspek keterpaduan modul mendapat skor 4 (sangat baik), dan aspek kebahasaan mendapat skor 3,1 (baik); (3) modul dikatakan efektif meningkatkan kemampuan berpikir kritis (sig. 0,000) dan gain 0,72(tinggi) serta keterampilan proses sains (sig. 0,000) dan gain 0,56 (sedang).
Kata kunci: Problem Based Learning (PBL), kemampuan berpikir kritis, keterampilan proses sains
ABSTRACT
The aims of the study are to know: 1) the characteristic of science module based on problem based learning in acid rain theme, 2) the feasibility of science module based on problem based learning in acid rain theme, 3) the effectiveness of science module based on problem based learning in acid rain theme, toward critical thinking and student science skills.
This study is research and development which refers to the Borg and Gall development procedure, consisting of 10 stages: 1) research and information collection,2) planning, 3) develop preliminary form of product, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, and 10) dissemination and implementation. The Borg and Gall development procedure is modified on quantity of subject testing. Validation of product made by 1 material expert, 1 presentation expert, 1 linguistic expert, 1 media expert, 1 practitioner science teacher, and 1 colleagues. The experiment was conducted in Magelang 2 Junior High School with initial testing subject are 10 students and 1 science teacher, the subject of main field testing are 20 students and 1 science teacher, and the subject of operational field testing are 29 students and 1 science teacher. The effectiveness was analyzed with SPSS software using Mann Whitney Test for analyzed of critical thinking and process skills, pretest and posttest of students used Independent T-Test.
The study showed that: (1) the characteristics of the developed module content science with connected type, based on problem based learning on module presenting science phenomenon in daily life, and according to 2013 Curriculum; (2) the module is suitable, with aspect of graphic score was 3,6 (very good), aspect of presentation score was 3,3 (very good), aspect of content score was 3,6 (very good), aspect of integratedscore was 4 (very good), and aspect of language score was 3,1 (good); (3) the module is effective to improve critical thinking skills (sig. 0,000), gain 0,72 (high) and science process skills (sig. 0,000), gain 0,56 (moderate).
Keyword: Problem Based Learning (PBL), critical thinking skills, science process skills.
