PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA TERPADU MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) DENGAN PENDEKATAN SETS PADA TEMA BANJIR BAGI SISWA SMP KELAS VII

Abstract

Abstrak

Berdasarkan Kurikulum Tingkat Satuan Pendidikan, pengimplementasian mata pelajaran IPA di SMP yang meliputi mata pelajaran fisika, biologi, dan kimia diharapkan dapat terpadu dalam bentuk suatu tema maupun tanpa tema. Berdasarkan hal tersebut, maka dilakukan penelitian pengembangan perangkat pembelajaran IPA Terpadu yang bertujuan untuk mendeskripsikan hasil validasi, keterlaksanaan pembelajaran, dan respon siswa terhadap perangkat pembelajaran. Penelitian pengembangan ini dilakukan dengan tahap Define, Design, dan Develop mengacu pada model pengembangan 3-D. Adapun perangkat pembelajaran yang dikembangkan adalah Silabus, Rencana Pelaksanaan Pembelajaran, Lembar Kerja Siswa, dan Soal Penilaian Hasil Belajar, kemudian diujicobakan  pada 29 siswa SMP Widya Darma Surabaya kelas VII. Hasil penelitian menunjukkan bahawa: (1) Hasil validasi perangkat pembelajaran yang terdiri dari validasi Silabus, RPP, LKS, Soal Penilaian Hasil Belajar berturut-turut sebesar 82,50%, 80,56%, 78,75%, dan 75,00%. (2) Hasil pengamatan keterlaksanaan RPP termasuk kategori sangat baik dengan sebesar 93,94%%. (3) Respon siswa terhadap perangkat pembelajaran termasuk kategori baik dengan sebesar 82,07%.

Kata Kunci: Pengembangan Perangkat Pembelajaran IPA Terpadu, Model pembelajaran PBI, Pendekatan SETS

Abstract

Based on Curriculum (KTSP), the implementation of Natural Science in Junior High School, involving the physics, biology, and chemistry subject matters, expected can be integrated in the form of both a theme and without theme. Based on the case, thus conducted a research on the development of the Integrated Natural Science instructional devices with the purpose to describe the validation result, instructional feasibility, and student response to the instructional devices. This developmental research was conducted by the Define, Design, and Develop stages referring to the 3-D developmental model. While, the instructional devices developed were Syllabus, Instructional Implementation Plan (RPP), Student Work Sheet, and Learning Outcomes Assessment Items, then those trialed to 29 of students of class VII of the Widya Darma Junior High School of Surabaya.The result of research indicated that: (1) The results of devices validation consisted of Syllabus, RPP, LKS, Learning Outcomes Assessment Items were 82.50%, 80.56%, 78.75%, and 75.00%, respectively. (2) The result of RPP feasibility observation included the very good category was of 93.94%. (3) Student response to the instructional devices included the good category was of 82.07%.

Keywords: Development of the Integrated Natural Science Instructional Devices. PBI instructional model, and SETS approach