PENGEMBANGAN BUKU AJAR IPA TERPADU BERORIENTASI CONTEXTUAL TEACHING AND LEARNING (CTL) TEMA DAMPAK BAHAN TAMBAHAN MAKANAN PADA KELAS VIII SMP

ERRYN Dwi DWI SAPUTRI

Abstract


Abstrak


Penelitian ini bertujuan untuk mengembangkan buku ajar IPA terpadu berorientasi CTL tema dampak bahan tambahan makanan yang layak secara isi, penyajian, bahasa, kesesuaian dengan 7 komponen CTL terhadap buku ajar yang dikembangkan. Rancangan penelitian ini menggunakan model 4-D (4-D models) dan dibatasi sampai tahap pengembangan (develop). Metode pengumpulan data menggunakan metode angket dan metode analisis data. Hasil penelitian menunjukkan bahwa buku ajar IPA terpadu yang dikembangkan layak secara isi, penyajian, bahasa,  kesesuaian dengan 7 komponen CTL terhadap buku ajar yang dikembangkan. Kelayakan isi, penyajian, bahasa dan kesesuaiaan dengan 7 komponen CTL antara lain, masing-masing memperoleh persentase sebesar 78% (Layak), 67% (Layak), 80% (Layak) dan 75% (Layak). Berdasarkan hasil penelitian dapat disimpulkan bahwa buku ajar IPA terpadu berorientasi Contextual Teaching And Learning (CTL) tema dampak bahan tambahan makanan telah layak berdasarkan kriteria kelayakan isi, kelayakan penyajian, kelayakan bahasa dan kesesuaian dengan 7 komponen CTL pada buku ajar yang dikembangkan.


Kata Kunci: pengembangan, buku ajar IPA terpadu, tema dampak bahan   tambahan makan


 


Abstract


This research aims to develop an integrated science textbook oriented CTL theme effects of food additive are worth in content, presentation, languages, conformance with 7 components of CTL to the textbook which is developed. The draft study using 4-D model (4-D models) and is limited to the development phase (develop). Data collection methods method using question form and method of data analysis. The results showed that integrated science textbook developed viable in content, presentation, languages, conformance with 7 components of CTL to the textbook which is developed. Appropriateness of content, presentation, and kesesuaiaan with 7 components of CTL, among others, each earn a percentage of 80% (Proper), 67% (Proper), 80% (Proper) and 75% (Proper). Based on the results of the study it can be concluded that integrated science textbook-oriented Contextual Teaching And Learning (CTL) the theme of the impact of food additive has been eligible based on the eligibility criteria of content, presentation, eligibility the eligibility and suitability of language with 7 components as well as viable CTL to the textbook which is developed.


Keyword: development, integrated science textbook, the theme of the impact of food  additive


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