ABSTRACT
The development research aims to: (1) seeks to provide a teaching material
of thematic contextual subjects in group A (except for religious and moral
education); (2) determine the feasibility and effectiveness of thematic contextual
teaching materials developed; (3) determine how the teaching materials developed
can stimulate self-learning on the learner.
The method used is descriptive, evaluative, and experimentation. The
procedure of research and development refers to development models Dick,
Carey, and Carey. Procedure development include: identification of needs,
development of indicators, identifying the characteristics of learners, the
development of materials, preparation of materials, validation, testing, revision,
and test. Evaluation in four stages, namely: (1) validation by experts materials,
media experts, and students; (2) testing one-on-one (2) small group trial, (3) the
trial court; (4) test. The technique of collecting data through observation,
questionnaires, and tests.
The results showed as follows: 1) learners in school curriculum 2013 users
do not have a teaching materials of thematic contextual or user of thematic
contextual teaching materials of 0%; 2) teaching materials of thematic contextual
rated as good by a material with a score of 3.92; 3) teaching materials of thematic
contextual rated excellent by media experts with a score of 4.75; 4) thematic
teaching materials contextual rated excellent by learners with a score of 4.4.
Based on the analysis of the test results of 30 students achieved mastery
learning expressed by 88.6%. The effectiveness of the product is tested with the t
test showed t hit = 3.15> 2.007 = t table, this means that there are differences in
educational achievement obtained learners using instructional materials thematic
contextual with other groups of learners who learn without using it. Percentage
use teaching materials of thematic contextual for self-study by 78.64%.
Keywords: research development, teaching material, thematic, contextual, selfstudy
ABSTRAK
Penelitian pengembangan ini bertujuan untuk: (1) mengupayakan
tersedianya bahan ajar tematik kontekstual mata pelajaran kelompok A (kecuali
Pendidikan Agama dan Budi Pekerti); (2) mengetahui kelayakan dan efektifitas
bahan ajar tematik kontekstual yang dikembangkan; (3) mengetahui bagaimana
bahan ajar yang dikembangkan dapat merangsang belajar mandiri pada peserta
didik.
Metode penelitian yang digunakan adalah metode deskriptif, evaluatif, dan
eksperimen. Prosedur penelitian dan pengembangan mengacu pada model
pengembangan Dick, Carey, and Carey. Prosedur pengembangan meliputi:
identifikasi kebutuhan, pengembangan indikator, identifikasi karakteristik peserta
didik, pengembangan materi, penyusunan materi, validasi, uji coba, revisi, dan tes.
Evaluasi dilakukan dalam 4 tahap, yaitu: (1) validasi oleh ahli materi, ahli media,
dan peserta didik; (2) uji coba satu-satu (2) uji coba kelompok kecil, (3) uji coba
lapangan; (4) tes. Teknik pengumpulan data dengan observasi, angket, dan tes.
Hasil penelitian menunjukkan sebagai berikut: 1) peserta didik di sekolah
pengguna Kurikulum 2013 belum memiliki bahan ajar tematik kontekstual atau
pengguna bahan ajar tematik kontekstual sebesar 0%; 2) bahan ajar tematik
kontekstual dinilai baik oleh ahli materi dengan skor 3,92; 3) bahan ajar tematik
kontekstual dinilai sangat baik oleh ahli media dengan skor 4,75; 4) bahan ajar
tematik kontekstual dinilai sangat baik oleh peserta didik dengan skor 4,4.
Berdasarkan analisis hasil tes dari 30 peserta didik dinyatakan berhasil
mencapai ketuntasan belajar sebesar 88,6% dengan KKM 75. Keefektifan produk
diuji dengan uji t yang menunjukkan t hit = 3,15 > 2,007 = t tabel, hal ini berarti ada
perbedaan prestasi belajar yang diperoleh peserta didik yang menggunakan bahan
ajar tematik kontekstual dengan peserta didik kelompok lain yang belajar tanpa
menggunakannya. Persentase penggunaan bahan ajar tematik kontekstual untuk
belajar mandiri sebesar 78,64%.
Kata kunci: penelitian pengembangan, bahan ajar, tematik, kontekstual, mandiri