PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA TERPADU PADA MATERI EKOSISTEM UNTUK MELATIHKAN KETRAMPILAN PROSES SISWA KELAS VII MTS AL KAMAL MOJOSARI

UNZILA HUMAIROH

Abstract


Abstrak
Penelitian ini bertujuan mendeskripsikan hasil validasi, ketrampilan proses siswa, aktivitas siswa, hasil belajar siswa, dan respon siswa terhadap perangkat pembelajaran IPA Terpadu materi ekosistem. Penelitian ini mengacu pada model 4-D sampai pada tahap develop. Tahap define didapat bahwa MTS AL KAMAL Mojosari menggunakan kurikulum KTSP, namun dalam implementasinya belum mengajarkan IPA secara terpadu. Tahap design menghasilkan draf 1 yakni desain awal perangkat pembelajaran IPA terpadu. Tahap develop didapatkan saran untuk perbaikan perangkat dari draf 1 menjadi draf 2. Selanjutnya perangkat pembelajaran diujicobakan pada 21 siswa kelas VII MTS AL KAMAL Mojosari dan divalidasi oleh 2 dosen FMIPA. Hasil validasi dosen pada perangkat pembelajaran yang terdiri dari silabus, RPP, buku siswa, LKS dan lembar evaluasi berturut-turut diperoleh skor 3,3, 3,6, 3,2, 3,3; dan 3,3. Aktivitas siswa tertinggi yaitu memperhatikan penjelasan guru sebesar 90%, membaca dan menulis catatan kaki pada buku siswa sebesar 86%, melakukan pengamatan percobaan sebesar 86%, dan menyimpulkan hasil percobaan sebesar 90%. Ketercapaian hasil belajar siswa secara kognitif produk, afektif, dan psikomotor berturut-turut mendapat persentase sebesar 88%, 63%, dan 50%. Dilihat dari ketercapaian hasil belajar siswa yang sangat kuat ini di karenakan adanya ketrampilan proses yang telah dilatihkan kepada siswa. Respon siswa positif yakni sebesar 92%. Dari hasil validasi, aktivitas siswa, hasil belajar siswa dan respon siswa dapat diinterpretasikan perangkat tersebut layak digunakan.
Kata Kunci: Ketrampilan proses siswa, ekosistem, IPA Terpadu.
Abstract
This Research bent on describes result validation, deftness of student process, student activity; result learns student, and response student to study peripheral IPA integrated ecosystem matter. This Research refers to 4-D model come up with phase development. Phase define is got that MTS AL KAMAL Mojosari uses curriculum KTSP, nevertheless in its implementation has not yet taught IPA in integrated. Phase design produces draft 1 namely designs early study peripheral integrated IPA. Phase development got suggestion for peripheral repair from draft 1 become draft 2. Hereinafter study peripheral tested at 21 students of class VII MTS AL KAMAL Mojosari and validation by 2 lecturers FMIPA. Result validation lecturer at study peripheral that consist of syllabus, RPP, student book, LKS and evaluation sheet is successively obtained/got score 3,3; 3,6; 3,2; 3,3; and 3,3. Highest student Activity that is concerned about teacher explanation as high as 90%, read and write footnote at student book as high as 86%, conduct experiment perception as high as 86%, and conclude test result as high as 90%. Achievement result learns student in cognate product, affective, and psychomotor successively gets percentage as high as 88%, 63%, and 50%. Seen from achievement result teaches this very strong student in because existence of process deftness that already trained to student. Response positive student namely as high as 92%. From result validation, student activity, result learns student and response student can be interpreted peripheral is referred as competent used.
Keywords: Deftness of student process, ecosystem, IPA integrated.


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