Learning in the 2013 curriculum has one component, namely the existence of teaching materials in the form of student worksheets. This study aims to describe the effectiveness of student worksheets based on critical thinking skills on the Protista concept. This study uses a formative evaluation design method from Tessmer. The student worksheet developed refers to the student worksheets structure according to Daryanto & Dwicahyono, while his critical thinking skills refer to Facione 1990. Subjects in expert review consist of three experts, subjects in one to one evaluation consist of three students in class X high school and the subjects in the small group evaluation consisted of six high school grade X students. The results of research conducted indicate that: 1) student worksheets have a valid category based on the validity test; 2) student worksheets have a good category based on content practicality tests and has a very good category on practicality expectations based on students' responses; and 3) student worksheets has a very good category based on the assessment of students' critical thinking skills on the effectiveness test and has a very good category on interpersonal skills (working together) and intrapersonal skills (thorough).
The 2013 curriculum learning process includes three domains, namely affective (attitude), cognitive (knowledge), and psychomotor (skills). This study aims to develop a valid, practical, and effective Student Worksheet. The research method used is the Tessmer design, which consists of (1) Expert review; (2) one-to-one; (3) small group. Validation subjects were three experts, individual subjects were three students in class X in high school and small group test subjects were six students in class X in high school. The results showed that: (1) the validity of LKPD based on expert testing had a valid category with an overall average of 3.59; (2) the practicality of the contents of LKPD has a good category with an overall average of 3.70 and the practicality of the LKPD's expectations based on the responses of students has a very good category with an overall average of 88.70%; and (3) the effectiveness of LKPD based on the assessment of students' critical thinking skills in working on LKPD has both categories (including interpretation) and very good categories (includes analysis, evaluation, inference, explanation, and self-regulation). Interpersonal skills (collaborating) of students have a very good category with a score of 86.33% and intrapersonal skills (conscientious) students have a very good category with a score of 88.33%.
Kabupaten Tanah Laut pada umumnya dan kecamatan Jorong khususnya merupakan salah satu daerah penghasil kelapa sebagai produk perkebunan. Daging buah kelapa dimanfaatkan untuk industri minyak kelapa, akan tetapi air kelapa tua masih banyak terbuang sebagai limbah. Air kelapa terutama mengandung glukosa, lemak dan zat-zat nutrien yang lain. Adanya bahan nutrisi tersebut sebenarnya masih dapat dimanfaatkan menjadi medium pertumbuhan bagi mikroorganisme, antara lain Acetobacter xylinum. Bakteri ini memanfaatkan bahan yang ada di dalam air kelapa untuk diubah menjadi nata de coco. Meskipun demikian, siswa SMAN 1 Jorong belum mengetahui langkah-langkah pembuatannya, oleh karena itu perlu dilatih cara pembuatan nata de coco tersebut. Metode pelatihan dengan cara: 1) pemaparan materi tentang nata dan cara pembuatan nata; 2) Demonstrasi pembuatan nata de coco; dan 3) Siswa praktek membuat nata de coco dengan dipandu Tim pengabdi. Hasil pelatihan menunjukkan bahwa 1) siswa memahami proses atau cara membuat nata de coco yang berasal dari air kelapa, 2) siswa dapat melakukan sendiri praktek membuat nata de coco yang berasal dari air kelapa dengan peralatan yang sederhana. Jorong sub-district is one of the regions that producer coconut. Coconut meat is used for the coconut oil industry, but the old coconut water is still wasted as waste. Coconut water mainly contains glucose, fat, and other nutrients. The existence of these nutrients can still be used as a growth medium for microorganisms, including Acetobacter xylinum. This bacterium utilizes the material in coconut water to be converted into nata de coco. How ever, the students of SMAN 1 Jorong do not yet know the steps of making it, therefore it is necessary to be trained in how to make the nata de coco. The Training using methods: 1) presentation of material about nata and how to make nata; 2) Demonstration of making nata de coco, and; 3) Students practice making nata de coco with a guided team of devotees. The results of the training show that 1) students understand the process or how to make nata de coco that comes from coconut water, 2) students can practice making nata de coco from coconut water themselves with simple equipment.
Along with the rapid development of the times, the use of technology is widely used by students in schools. The use of technology-based teaching aids will make teaching and learning activities more fun, easy, and efficient. One of the teaching aids is teaching materials. Teaching materials that are easy, practical, and close to life will make it easier for students to understand the lesson. Cell division material is still considered a difficult learning material. This is because the characteristics of the object are indeed difficult to be presented in real to students. Therefore, research and development on teaching materials are carried out in the form of cell division material modules for class XII SMA based on critical thinking skills. This research and development aim to describe the validity of the e-module material for class XII high school cells based on critical thinking skills. This type of research is research and development with a 4D model. Aspects of validity include aspects of compatibility and participation. The research data were analyzed descriptively in categories. The results showed that the e-module developed was in the very appropriate category with a value of 3.83, which means that this e-module was in accordance with the objectives of learning Biology at SMA 4 Banjarmasin and received a feasibility score of 3.93 in the very feasible category, which means that the module is technically very feasible to be used as a source of learning Biology.
Pendidikan abad ke-21 menuntut peserta didik untuk memiliki keterampilan berpikir kritis dan terampil menggunakan teknologi. Salah satu upaya yang dapat dilakukan untuk melatihkan keterampilan ini yaitu pembelajaran dengan menggunakan LKPD Elektronik berbasis Liveworksheet. Penelitian bertujuan untuk mendeskripsikan validitas, kepraktisan dan keefektifan. Penelitian pengembangan yang digunakan 4 tahap dari desain Evaluasi Formatif Tessmer. Subjek penelitian uji validitas adalah 2 orang dosen Pendidikan Biologi dan 1 Guru Biologi Jenjang SMA. Subjek Uji Perorrangan 4 orang peserta didik kelas XI IPA SMA Negeri 3 Banjarmasin dan subjek uji kelompok kecil 6 orang peserta didik pada kelas yang sama. Hasil penelitian menunjukkan: 1) validitas LKPD elektronik yang didapattkan memiliki skor rata-rata 3,71 dengan kategori valid ; 2) kepraktisan isi LKPD elektronik berdasarkan respon peserta didik mendapat skor rata-rata 3,78 dengan kategori baik, kepraktisan harapan LKPD elektronik berdasarkan respon peserta didik memiliki persentase 98,00% dengan kategori sangat baik; dan 3) keefektifan harapan LKPD elektronik berdasarkan penilaian keterampilan berpikir kritis pada aspek keterampilan interpretasi, analisis, evaluasi, eksplanasi, dan pengaturan diri memperoleh kategori sangat baik, sedangkan pada aspek keterampilan inferensi memperoleh kategori baik. Abstract. 21st century education requires students to have critical thinking skills and skillfully use technology. One of the efforts that can be made to practice these skills is learning by using Liveworksheet-based Electronic LKPD. The research aims to describe the validity, practicality and effectiveness. The development research used 4 stages of the Tessmer Formative Evaluation design. The research subjects for the validity test were 2 Biology Education lecturers and 1 Biology Teacher at High School. Individual test subjects were 4 students of class XI science at SMA Negeri 3 Banjarmasin and the test subjects were small groups of 6 students in the same class. The results showed: 1) the validity of the electronic LKPD obtained had an average score of 3.71 with a valid category; 2) the practicality of the contents of the electronic LKPD based on student responses got an average score of 3.78 in the good category, the practicality of the expectations of the electronic LKPD based on student responses had a percentage of 98.00% in the very good category; and 3) the effectiveness of electronic LKPD expectations based on the assessment of critical thinking skills in the aspects of interpretation, analysis, evaluation, explanation, and self-regulation skills obtained a very good category, while in the aspect of inference skills obtained a good category.
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