PENGEMBANGAN PERANGKAT PEMBELAJARAN PADA POKOK BAHASAN LARUTAN PENYANGGA DENGAN POLA DEDUKTIF
DOI:
https://doi.org/10.23887/jpk.v3i2.21131Abstract
Abstrak
Penelitian dan pengembangan pendidikan (R&D) ini bertujuan (1) mengembangkan dan mendeskripsikan karakteristik perangkat pembelajaran pola deduktif pada pokok bahasan larutan penyangga, (2) mendeskripsikan validitas perangkat pembelajaran yang dikembangkan dari hasil penilaian dan masukan ahli dan praktisi. R&D mengikuti prosedur Borg dan Gall yang dibatasi sampai tahap validasi produk dan uji keterbacaan. Data hasil penelitian ini meliputi hasil analisis kebutuhan, rancangan prototipe perangkat pembelajaran, pembuatan perangkat pembelajaran, validasi produk, dan deskripsi karakteristik perangkat pembelajaran larutan penyangga dengan pola deduktif. Hasil-hasil penelitian dianalisis secara kualitatif. Hasil analisis kebutuhan menunjukkan diperlukannya perangkat pembelajaran dengan pendekatan saintifik pola deduktif. Produk yang dihasilkan berupa prototipe perangkat pembelajaran larutan penyangga dengan pola deduktif meliputi RPP, LKS, teks materi pelajaran, dan instrumen penilaian. Karakteristik RPP, LKS, dan teks materi pelajaran yang dikembangkan adalah menyajikan isi dengan urutan konsep dan tahapan penalaran yang sama (deduktif). Hasil validasi menunjukkan sebagian besar aspek perangkat pembelajaran mendapat rata-rata penilaian dengan kategori baik dari validator. Hasil uji keterbacaan pada siswa SMA juga menunjukkan tingkat keterbacaan LKS, teks materi, dan tes hasil belajar dalam kategori baik. Dengan demikian, perangkat pembelajaran larutan penyangga dengan pola deduktif yang telah dikembangkan memiliki validitas memadai (baik).
Kata-kata kunci: perangkat pembelajaran, pendekatan saintifik, pola deduktif, larutan penyangga
Abstract
This education research and development (R&D) was aimed to (1) develop and describe the characteristic of deductive learning tools on the topic of buffer solution, (2) describe the validity of developed learning tools from validators’ assessment results. R&D follow procedures by Borg and Gall that is limited until product validation and readabilty test. Results of the research were need assessment, planning of learning tools prototype, making of learning tools, validation data, and characteristic description of deductive learning tools. The research results were analyzed qualitatively. The need assessment result show that scientific deductive learning tools were needed. The products produced were scientific deductive learning tools which included lesson plan, worksheet, reading text, and assessment instrument. The characteristic of lesson plan, worksheet, and reading text are presenting content with same concept arrangement and reasoning step (deductive). Validation result show that most aspects of developed learning tools got good category judgement from validators. The readability test result also showed that level of students understanding on developed learning tools was in good category. Therefore, deductive learning tools on the topic of buffer solution that had been developed have good validity.
Keywords: learning tools, scientific approach, deductive pattern, buffer solution
References
AAAS. (1993). Benchmarks for Science Literacy. New York: Oxford University Press.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., . . . Wittrock, M. C. (Eds.). (2001). A Taxonomy for Learning, Teaching and Assesing. United States: Longman.
Borg, W. L., & Gall, M. D. (1989). Educational Research: An Introduction. New York: Long Man.
Carin, A. A., & Sund, R. (1975). Teaching Science Through Discovery. Ohio: Charles E. Meril Publisher.
Dick, W., & Carey, L. (1985). The Systematic Design of Instruction. London: Scott, Foresman and Company.
Herron, & et. al. (1977). Problems associated with concept analysis. Science Education. Vol 61. No. 2, 185-199.
Kemendikbud. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 103 tahun 2014 tentang Pembelajaran pada Pendidikan Dasar dan Pendidikan Menengah. Jakarta: Menteri Pendidikan dan Kebudayaan Republik Indonesia.
OECD. (2002). PISA 2000 Technical Report. OECD, Paris. Diakses dari www.oecd.org/pisa
OECD. (2005). PISA 2003 Data Analysis Manual: SAS® Users, OECD, Paris. Diakses dari www.oecd.org/pisa
OECD. (2010). PISA 2009 Results: Executive Summary. OECD, Paris. Diakses dari www.oecd.org/pisa
OECD. (2014). PISA 2012 Results in Focus: What 15-year-olds know and what they can do with what they know.
Subagia, I. W. (2014). Paradigma Baru Pembelajaran Kimia SMA. Seminar Nasional FMIPA Undiksha (pp. 152-163). Singaraja: Universitas Pendidikan Ganesha.
Sudria, I. N., Kartowasono, N., Nurlita, F., & Sya'ban, S. (2013). Pengembangan Perangkat Pembelajaran Kimia Dengan Pendekatan Berpikir Deduktif. Laporan Penelitian, Tidak dipublikasikan.
Thomond, P. N. (2004). Exploring and Describing Management Action for the Pursuit of Distruptive Innovation. Doctor Thesis. Cranfield University. Diakses 7 Desember 2014 dari dspace.lib.cranfield.ac.uk/.../P.%20 Thomond%20Thesis%202004.pdf.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with the Jurnal Pendidikan Kimia Indonesia agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
