Pengembangan modul potensi lokal berbasis SETS untuk meningkatkan keterampilan proses IPA

Isna Amanatul Hayati, Universitas Negeri Yogyakarta, Indonesia
Dadan Rosana, Universitas Negeri Yogyakarta, Indonesia
Sukardiyono Sukardiyono, Universitas Negeri Yogyakarta, Indonesia

Abstract


Penelitian ini bertujuan untuk mengukur kelayakan modul potensi lokal berbasis pendekatan SETS dan meningkatkan keterampilan proses sains peserta didik dengan menggunakan bahan ajar tersebut. Jenis penelitian ini adalah pengembangan dengan mengadaptasi model 4D yaitu define, design, develop, dan disseminate. Penelitian dilakukan pada satu kelas eksperimen dan satu kelas kontrol. Kelas eksperimen adalah kelas yang menggunakan bahan ajar modul potensi lokal berbasis SETS dalam proses pembelajaran, sedangkan kelas control adalah kelas yang menggunakan bahan ajar umum yang biasa digunakan sekolah. Instrumen penilaian keterampilan proses sains menggunakan soal pretest dan posttest yang diberikan pada peserta didik sebelum dan setelah proses pembelajaran. Instrumen yang digunakan berupa soal keterampilan proses sains yang diberikan sebelum dan setelah proses pembelajaran. Data yang diperoleh dianalisis untuk memperoleh nilai gain skor. Berdasarkan analisis keterampilan proses sains kelas eksperimen lebih tinggi yaitu sebesar 0,45 sedangkan kelas control sebesar 0,29. Hasil validasi modul potensi lokal berbasis SETS dilakukan oleh dosen ahli yaitu ahli materi dan ahli media. Hasil kelayakan yang diperoleh dari ahli materi dan ahli media mencapai kategori sangat baik. Kesimpulannya modul potensi lokal berbasis pendekatan SETS layak digunakan dalam proses pembelajaran sains untuk meningkatkan keterampilan sains peserta didik di sekolah.

 

Development of SETS based local potential modules to improve science process skills

 

Abstract

This study aims to measure the feasibility of local potential modules based on the SETS approach and improve the science process skills of students using these teaching materials. The type of this research is the development by adapting the 4D model, namely define, design, develop, and disseminate. The study was conducted in one experimental class and one control class. The experimental class is a class that uses local potential modules based on SETS in the learning process, while the control class is a class that uses common teaching materials commonly used by schools. The instrument for assessing science process skills uses the pretest and posttest questions given to students before and after the learning process. The instrument used is a matter of science process skills that are given before and after the learning process. The data obtained were analyzed to obtain the gain score. Based on the analysis of science process skills the experimental class is higher at 0.45 while the control class is 0.29. The results of SETS-based local potential module validation were carried out by expert lecturers namely material experts and media experts. The results of the feasibility obtained from material experts and media experts reached a very good category. In conclusion, the local potential module based on the SETS approach is appropriate to be used in the science learning process to improve students' scientific skills in school.

Keywords


modul potensi lokal; SETS, keterampilan proses sains; local potential modules; SETS; science process skills

Full Text:

Fulltext PDF

References


Akcay, B., & Akcay, H. (2015). Effectiveness of science-technology-society (STS) instruction on student understanding of the nature of science and attitudes toward science. International Journal of Education in Mathematics Science and Technology, 3(1), 37–45.

Aktamis, H., & Ergin, Ö. (2008). The effect of scientific process skills education on students’ scientific creativity, science attitudes and academic achievements. Asia-Pacific Forum on Science Learning and Teaching, 9(1), 1–21.

Astuti, D. A., Haryanto, S., & Prihatni, Y. (2018). Evaluasi implementasi kurikulum 2013. Wiyata Dharma: Jurnal Penelitian Dan Evaluasi Pendidikan, 6(1), 7–14. https://doi.org/10.30738/WIYATA DHARMA.V6I1.3353

Aydogdu, B. (2015). The investigation of science process skills of science teachers in terms of some variables. Educational Research and Reviews, 10(5), 582.

Cahyaningtyas, R. N., Wilujeng, I., & Suryadarma, I. G. P. (2017). The effect of science learning based on an integrated scientific approach to local potential on the science process skill of the student. Unnes Science Education Journal, 6(2). https://doi.org/10.15294/usej.v6i2.15857

Çakır, N. K., & Sarıkaya, M. (2010). An evaluation of science process skills of the science teaching majors. Procedia - Social and Behavioral Sciences, 9, 1592–1596. https://doi.org/10.1016/j.sbspro.2010.12.370

Chowdhury, M. A. (2016). The integration of science-technology-society/science-technology-society-environment and socio-scientific-issues for effective science education and science teaching. Electronic Journal of Science Education, 20(5), 19–38.

Ediyanto, E., Atika, I., Hayashida, M., & Kawai, N. (2018). A literature study of science process skill toward deaf and hard of hearing students. Proceedings of the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017). https://doi.org/10.2991/icomse-17.2018.23

Fani, R. A., & Sukoco, P. (2019). Volleyball learning media using method of teaching games for understanding adobe flash-based. Psychology, Evaluation, and Technology in Educational Research, 2(1), 34. https://doi.org/10.33292/petier.v2i1.6

Hake, R. R. (1999). Analyzing change/Gain scores. http://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf

Handayani, S. (2009). Muatan life skill dalam pembelajaran di sekolah upaya menciptakan sumber daya manusia yang bermutu. Prosiding Konferensi Internasional Pendidikan, UPI-UPISI Di Malaysia.

Hanifah, M., & Irambona, A. (2019). Authentic assessment: Evaluation and its application in science learning. Psychology, Evaluation, and Technology in Educational Research, 1(2). https://doi.org/10.33292/petier.v1i2.4

Hodosyová, M., Útla, J., MonikaVanyová, Vnuková, P., & Lapitková, V. (2015). The development of science process skills in physics education. Procedia - Social and Behavioral Sciences, 186, 982–989. https://doi.org/10.1016/j.sbspro.2015.04.184

Idiege, K. J., Nja, C. O., & Ugwu, A. N. (2017). Development of science process skills among nigerian secondary school science students and pupils: An opinion. International Journal of Chemistry Education, 1(2), 13–21.

Jumriani, J., & Prasetyo, Z. K. (2017). Important roles of local potency based science learning to support the 21st century learning. European Journal of Engineering and Formal Sciences, 1(1), 6. https://doi.org/10.26417/ejef.v1i1.p6-16

Khoiri, A., Syifa, A., & Mubin, N. (2018). Potential local physics based learning of jepara district to improve science process skills and students entrepreneurship. Formatif: Jurnal Ilmiah Pendidikan MIPA, 8(1). https://doi.org/10.30998/formatif.v8i1.2365

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 81A tahun 2013 tentang implementasi kurikulum, Pub. L. No. 81A (2013).

Poedjiadi, A. (2005). Sains teknologi masyarakat model pembelajaran kontekstual bermuatan nilai. Remaja Rosdakarya.

Poerbowarni, E. (2019). Patterns of teacher-students interaction based on the textbook “When English Rings A Bell” for seventh grade: A classroom discourse study. Journal of English Language and Pedagogy, 1(2). https://doi.org/10.36597/JELP.V1I2.4120

Undang-Undang Republik Indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional, Pub. L. No. 20, Undang-Undang Republik Indonesia 26 (2003).

Rahardini, R. R. B., Suryadarma, I. G. P., & Wilujeng, I. (2017). The effect of science learning integrated with local potential to improve science process skills. AIP Conference Proceedings 1868, 080008. https://doi.org/10.1063/1.4995192

Rahayu, W. E., & Sudarmin, S. (2015). Pengembangan modul IPA terpadu berbasis etnosains tema energi dalam kehidupan untuk menanamkan jiwa konservasi siswa. Unnes Science Education Journal, 4(2). https://doi.org/10.15294/usej.v4i2.7943

Robinson, J. W., & Crittenden, W. B. (1972). Learning modules: A concept for extension educators? Journal of Extension, 10(4), 35–44. https://www.joe.org/joe/1972winter/1972-4-a3.pdf

Sadidah, A., & Wijaya, A. (2016). Developing mathematics learning set for special-needs junior high school student oriented to learning interest and achievement. Jurnal Riset Pendidikan Matematika, 3(2), 150. https://doi.org/10.21831/jrpm.v3i2.10866

Sejpal, K. (2013). Modular method of teaching. International Journal for Research in Education, 2(2), 169–171.

Sugiyanto, S., Kartika, I., & Purwanto, J. (2012). Pengembangan modul IPA terpadu berbasis sains-lingkungan-teknologi-masyarakat dengan tema teknologi biogas. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 42(1). https://doi.org/10.21831/jk.v42i1.2232

Sugiyono. (2010). Metode penelitian kuantitatif kualitatif dan R & D. Alfabeta.

Suriawati, S., & Mundilarto, M. (2019). SETS approach-based audiovisual media for improving the students’ critical thinking skills. Psychology, Evaluation, and Technology in Educational Research, 1(2), 95–103. https://doi.org/http://dx.doi.org/10.33292/petier.v1i2.15

Susanti, S., Prasetyo, Z. K., & Wilujeng, I. (2017). Comparative effectiveness of science integrated learning local potential of essential oil clove leaves in improving science generic skills. International Journal of Environmental & Science Education, 12(8), 1817–1827. http://www.ijese.net/makale/1944.html

Tawil, M., & Liliasari, L. (2014). Keterampilan-keterampilan sains dan implementasi dalam pembelajaran IPA. Universitas Negeri Makassar.

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. may be ordered from the Council for Exceptional Children.

Yager, R. E. (1992). The status of science-technology-society reform efforts around the world. International Council of Assoclations for Science Education.

Yalçin, S. A., Turgut, Ü., & Büyükkasap, E. (2009). The effect of project based learning on science undergraduates’ learning of electricity, attitude towards physics and scientific process skills. International Online Journal of Educational Sciences, 1(1), 81–105. http://www.iojes.net//userfiles/Article/IOJES_134.pdf




DOI: https://doi.org/10.21831/jipi.v5i2.27519

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Jurnal Inovasi Pendidikan IPA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Inovasi Pendidikan IPA indexed by:
 


Creative Commons License
Jurnal Inovasi Pendidikan IPA by http://journal.uny.ac.id/index.php/jipi/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All rights reserved. p-ISSN: 2406-9205 | e-ISSN: 2477-4820

View My Stats