DEVELOPMENT OF STUDENT WORKSHEET USING WRITING-TO-LEARN STRATEGY ON ELECTROLYTEAND NONELECTROLYTE SOLUTIONTOPIC FOR DEAF SENIOR HIGH ANDVOCATIONALSCHOOL STUDENTININCLUSIVE CLASS

Abstract

The aims of this study are to determine the feasibility of student worksheet using Writing-to-Learn (WTL) strategy on electrolyte and nonelectrolyte solution topic for deaf senior high and vocational school student in inclusive class. The method that used was the Research and Development (R & D), but this research was conducted until product testing. The target of this research was student worksheet using writing-to-learn strategy. The instrument used was reviewer sheet, validation sheet, student responses sheet, pretest–posttest sheets, and WTL activity assesment sheet. Student worksheet tested in limited to two high school students and two vacational students each school 1 subject of deaf student in inclusive class. The result showed that worksheet with WTL strategy on electrolyte and nonelectrolyte solution topic had been developed very feasible theoretically and empirically to be used as a learning media. That was showed from percentage of the validity of the theoretically gain 87.96%. While the empirical validity of student responses gain 82.15%.

Keywords:  Student worksheet, The strategy of Writing-to-Learn, Electrolyte solution and nonelectrolytes topic, Inclusive

Penelitian ini bertujuan untuk mengetahui kelayakan Lembar Kegiatan Siswa (LKS) menggunakan strategi Writing-to-Learn (WTL) pada materi larutan elektrolit dan nonelektrolit untuk siswa SMA dan SMK tunarungu di kelasinklusif. Metode yang digunakanadalah Research and Development (R&D), penelitian ini hanya terbatas pada tahap ujicoba produk. Sasaran penelitian ini adalah LKS menggunakan strategi writing-to-learn. Instrumen yang digunakan adalah lembar telaah, lembar validasi, lembar angket respon siswa, lembar pretest – posttest, dan lembar penilaian aktivitas WTL. LKS diujicobakan secara terbatas pada2 siswa SMA dan 2 siswa SMK masing-masing sekolah 1 subjek siswa tunarungu di kelasinklusif. HasilpenelitianmenunjukkanbahwaLKS denganstrategi WTL padamaterilarutanelektrolitdannonelektrolit yang dikembangkantelah sangat layak secara teoritis dan empiris untuk digunakan sebagai media pembelajaran. Hal ini ditunjukkan dari prosentasehasil validitasi teoritis mendapatkan presentasesebesar 87,96%.  Sedangkan validitas empiris yaitu respon siswa mendapa tkanprosentase sebesar82,15%.

Kata Kunci:Kelayakan media LKS, StrategiWriting-to-Learn, Larutan elektrolit dan nonelektrolit, Inklusif