Pengembangan Lembar Kegiatan Siswa Berbasis Model Pembelajaran Susan Loucks-Horsley untuk Melatihkan Literasi Kimia Siswa SMA pada Materi Laju Reaksi

Abstract

Abstrak

Tujuan utama penelitian ini yaitu untuk mendeskripsikan kelayakan lembar kegiatan siswa berbasis model pembelajaran Susan Loucks-Horsley untuk melatihkan literasi kimia siswa SMA pada materi laju reaksi. Kelayakan lembar kegiatan siswa ditinjau dari tiga aspek, yaitu validitas, kepraktisan, dan keefektifan. Aspek validitas ditinjau dari kriteria isi, penyajian, kebahasaan, dan kegrafikan. Aspek kepraktisan ditinjau dari angket respon siswa dan didukung dengan observasi aktivitas siswa. Aspek keefektifan ditinjau dari hasil tes literasi kimia siswa. Penelitian ini adalah penelitian pengembangan dengan model ADDIE, yang dibatasi hingga tahap evaluasi formatif. Implementasi awal lembar kegiatan siswa ini dilakukan pada 16 siswa kelas XI MIA 3 SMA Khadijah Surabaya. Hasil penelitian menunjukkan, kelayakan dari aspek validitas diperoleh hasil pada kriteria isi, penyajian, kebahasaan, dan kegrafikan masing-masing sebesar 86,67%, 90,48%, 76,66%, dan 95,56%. Kelayakan dari aspek kepraktisan diperoleh hasil bahwa ≥ 61% siswa memberikan respon positif terhadap setiap aspek pada lembar kegiatan siswa yang dikembangkan, didukung dengan persentase aktivitas siswa sebesar ≥ 61% dengan interpretasi baik hingga sangat baik. Kelayakan dari aspek keefektifan diperoleh dari hasil tes literasi kimia siswa yang diuji dengan uji statistika Wilcoxon’s Signed Rank Test. Berdasarkan uji tersebut, diperoleh hasil bahwa H0 ditolak dan H1 diterima, yang berarti ada perbedaan hasil tes sebelum dan sesudah dilakukan pembelajaran dengan menggunakan lembar kegiatan siswa yang dikembangkan.

Kata Kunci: Lembar Kegiatan Siswa, Susan Loucks-Horsley, Literasi Kimia, Laju Reaksi

Abstract

This study was aimed to describe the feasibility of Student Activity Sheet based on Susan Loucks-Horsley learning model to train chemical literacy to Senior High School student on reaction rate matter. The feasibility of student activity sheet was viewed according to three aspects, i.e. validity, practicality, and effectiveness. The validity aspect was viewed by content, presenting, language, and graphically criteria. The practicality was viewed by student response questionnaire and supported by student activity observation. The effectiveness was viewed by the result of chemical literacy test. The study is a research and development study with ADDIE model, that limited to formative evaluation. The pilot implementation of the student activity sheet was held to 16 students of XI MIA 3 SMA Khadijah Surabaya. The result of this study showed that the feasibility of validity aspect on content criteria was 86,67%, presenting criteria was 90,48%, language criteria was 76,66%, and graphically criteria was 95,56%. The feasibility of practicality was ≥ 61% of student gave positive responses to every aspects on the student activity sheet, supported by percentage of student activity was ≥ 61% with good to very good interpretation. The feasibility of effectiveness was viewed according to statistical test Wilcoxon’s Signed Rank Test and got result that H0 was rejected and H1 was accepted, that meant there was difference on student’s chemical literacy before and after learning with the developed student activity sheet.

Keywords: Student Activity Sheet, Susan Loucks-Horsley, Chemical Literacy, Reaction Rate