Pengembangan Modul Ajar dengan Pendekatan Diferensiasi Terintegrasi Sosio Emosional pada Mata Pelajaran Projek Kreatif dan Kewirausahaan Produktif

Abstract

Abstrak: Penelitian ini bertujuan untuk mengembangkan dan mengukur tingkat kelayakan modul ajar dengan pendekatan diferensiasi yang terintegrasi dengan sosio emosional pada mata pelajaran Projek Kreatif dan Kewirausahaan di Sekolah Menengah Kejuruan. Menggunakan metode ADDIE, penelitian ini melalui lima tahapan utama:(1) tahap analisis melalui wawancara guru mata pelajaran dan peserta didik dengan teknk purposive sampling dan cluster random sampling ; (2) tahap perancangan; merancang komponen modul ajar, penyusunan kerangka modul ajar, dan perancangan instrumen penelitian; (3) tahap pengembangan rancangan produk dan pengujian produk melalui penilaian ahli. Hasil dari dua putaran metode delphi dalam penilaian modul ajar dinilai sangat layak oleh ahli materi (aspek kelayakan isi 96%, aspek kelayakan penyajian 96,3%, aspek kelayakan kebahasaan 94,8%, aspek kelayakan kontekstual 97%) dan ahli ilmu pendidikan (97%); (4) tahap penerapan: melalui observasi keterlaksanaan pembelajaran menunjukkan peningkatan dari pertemuan pertama 93,91% hingga pertemuan ketiga 98,1%; (5) tahap evaluasi: hasil kelayakan mengenai kepraktisan dan keefektifan dinilai sangat layak oleh guru mata Pelajaran PKK produktif (95%) dan mengenai kemenarikan, kemudahan, dan kesesuaian diferensiasi dan sosio emosional dalam pelaksanaan dinilai layak oleh peserta didik (98,1%). Abstract: This study aims to develop and measure the feasibility level of teaching modules with a differentiation approach integrated with socio-emotional in the subject of Creative Projects and Entrepreneurship in Vocational High Schools. Using the ADDIE method, this research goes through five main stages: (1) analysis stage through interviews with subject teachers and students with purposive sampling and cluster random sampling techniques; (2) design stage; designing teaching module components, preparing teaching module frameworks, and designing research instruments; (3) product design development stage and product testing through expert assessment. The results of two rounds of the delphi method in the assessment of teaching modules were assessed as very feasible by material experts (aspects of content feasibility 96%, aspects of presentation feasibility 96.3%, aspects of linguistic feasibility 94.8%, aspects of contextual feasibility 97%) and educational science experts (97%); (4) implementation stage: through observations of learning implementation showed an increase from the first meeting 93.91% to the third meeting 98.1%; (5) evaluation stage: feasibility results regarding practicality and effectiveness were rated as very feasible by productive PKK subject teachers (95%) and regarding attractiveness, convenience, and suitability of differentiation and socio-emotional in implementation were rated as feasible by students (98.1%).