PENGEMBANGAN BAHAN AJAR IPA BERVISI SETS
Abstract
Abstrak
Berdasarkan kenyataan di lapangan peneliti menemukan bahan ajar IPA belum
mengkaitkan aspek SETS. Padahal keterkaitan SETS dalam IPA sangat membantu
pemahaman siswa terhadap konsep IPA. Oleh sebab itu perlu dikembangkan
bahan ajar IPA bervisi SETS. Rumusan masalah penelitian ini adalah bagaimana
karakteristik, kevalidan, kefektifan, serta kepraktisan bahan ajar IPA bervisi SETS
dalam meningkatkan literasi sains siswa SD?. Penelitian dan Pengembangan ini
menghasilkan bahan ajar IPA bervisi SETS untuk meningkatkan literasi sains
siswa. Langkah-langkah penelitian: studi pemahaman siswa, observasi, desain
bahan ajar, validasi, uji coba skala kecil, uji coba skala luas, pengolahan data
dan analisis. Subjek uji coba siswa kelas V SDN 2 Jamblang. Teknik analisis data
dengan uji-t, menilai angket, tes, validasi dan observasi.Bahan ajar IPA bervisi
SETS yang dikembangkan peneliti dinyatakan valid oleh dua validator yaitu satu
dosen UNNES dan satu Guru Sekolah Dasar, rerata skor validasi bahan ajar yakni
12,67 (sangat baik/valid). Selain valid, produk yang dikembangkan efektif untuk
meningkatkan literasi sains siswa,. Rerata literasi sains siswa kelas eksperimen 82,4
yang artinya efektif dibandingkan kelas kontrol 42,5 artinya cukup. Bahan ajar
yang dikembangkan juga dinyatakan praktis, hal ini terlihat dari besarnya rerata
skor respon siswa terhadap bahan ajar IPA bervisi SETS sebesar 8,39 yang artinya
praktis.
Abstract
Based on the reality in the field of teaching materials science researchers found not to relate
aspects of SETS. Whereas linkages in science SETS help students’ understanding of science
concepts. Therefore it is necessary to develop instructional materials science visionary SETS.
The research problem is how characteristics, validity, effectiveness, and practicality SETS
visionary science teaching materials in improving the scientific literacy of primary school
students?. The steps of research: the study of student understanding, observation, instructional
materials design, validation, test a small scale, large scale trials, processing and analysis.
Subject test fifth grade students. Data analysis techniques with a t-test, testing validation and
observation. SETS visionary science teaching materials developed by two researchers declard
invalid validator UNNES is a lecturer and a primary school teacher, teaching materials
validation mean score ie 12.67 ( very good / valid ). In addition to a valid, effective products
developed to enhance the scientific literacy of students. Mean scientific literacy class students
experiment 82.4, which means 42.5 effective than the control class means enough. Teaching
materials developed also stated practical, it is seen from the magnitude of the mean score of
students’ response to instructional materials science visionary SETS of 8.39, which means
practical