Pengembangan Bahan Ajar Suhu dan Kalor Berbasis Multimodel untuk Melatihkan Keterampilan Proses Sains dan Hasil Belajar

Abstract

Keterampilan proses sains serta hasil belajar peserta didik dalam kenyatannya kurang dilatih di sekolah. Sehingga mendorong dilakkan pengembangan bahan ajar berbasis multimodel. Tujuan penelitian pengembangan ini adalah mengperoleh bahan ajar suhu dan kalor yang layak digunakan untuk melatihkan keterampilan proses sains peserta didik. Perangkat pembelajaran dikembangkan dengan model pengembangan ADDIE. Subjek uji coba penelitin pada 31 peserta didik kelas XI MIPA 1 SMA PGRI 6 Banjarmasin. Pengumpulan data penelitian dilakukan melalui validasi bahan ajar, observasi keterlaksanaan RPP dan keterampilan proses sains, serta tes hasil belajar. Teknik analisis data dilakukan secara deskriptif dan kualitatif. Hasil penelitian membuktikan bahwa: (1) validitas RPP, materi ajar, LKPD dan THB berkategori baik; (2) kepraktisan berdasarkan keterlaksaan RPP berkategori praktis; (3) efektivitas berdasarkan hasil belajar berkategori sedang; dan (4) keterampilan proses sains yang berkategori baik. Diperoleh simpulan bahwa bahan ajar suhu dan kalor yang dikembangkan adalah layak digunakan untuk melatihkan keterampiln proses sains peserta didik.Science process skills and learning outcomes of the students are not adequately trained in school, encouraging the development of multimodel-based teaching materials. This development research aims to obtain a suitable temperature and heat teaching material used to train students' science process skills. Learning developed using the development model tools were ADDIE. Research trial subjects were 31 students of Class XI MIPA 1 SMA PGRI 6 Banjarmasin. Research data collection is done through validating teaching materials, observing the implementation of lesson plans and science process skills, and learning achievement tests. The data analysis technique was done descriptively and qualitatively. The results of the study prove that: (1) the validity of lesson plans, teaching materials, student worksheets and good learning outcomes tests; (2) practicality based on the implementation of RPP categorized as practical; (3) effectiveness based on moderate learning outcomes; and (4) good scientific process skills. It was concluded that the temperature and heat teaching material developed was appropriate for training students' scientific process skills.