Pengembangan LKPD Berbasis Islam Melalui Model PBL di SMAIT Ibnu Sina Makassar

Zuhrah Adminira Ruslan(1*), Taty Sulastry(2),

(1) Universitas Negeri Makassar
(2) Universitas Negeri Makassar
(*) Corresponding Author




DOI: https://doi.org/10.35580/chemedu.v3i3.39197

Abstract


Penelitian ini bertujuan untuk mengembangkan LKPD kimia melalui model PBL berbasis pembelajaran Islam melalui model PBL di SMAIT Ibnu Sina Makassar yang mampu memenuhi standar efisien, praktis dan efektif pada materi larutan elektrolit dan non-elektrolit. Metode Research and Development (R&D) yang digunakan mengacu pada model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Kriteria valid memperoleh nilai 4,5 ditentukan dari hasil evaluasi ahli yang mencakup aspek-aspek seperti desain, isi, bahasa dan muatan Islami LKPD. Kriteria praktis memperoleh tingkat keterlaksanaan yang tinggi terhadap penggunaan LKPD di kelas berdasarkan: hasil observasi aktivitas guru (IO) diperoleh nilai 4,4 dan hasil observasi peserta didik diperoleh nilai 4,3 sehingga memenuhi standar pencapaian yang diharapkan. Kriteria efektif memperoleh nilai tes evaluasi hasil belajar kognitif yaitu 76% peserta didik telah memenuhi nilai KKM, afektif diperoleh dari sikap positif peserta didik pada proses pembelajaran, dan psikomotorik terlihat pada respon peserta didik yang terampil dalam menjawab permasalahan pada LKPD.

ABSTRACT
This research aims to develop chemistry worksheets at SMAIT Ibnu Sina Makassar using a PBL model based on integrated Islamic learning that can reach efficient, practical, and effective requirements on electrolyte and non-electrolyte solutions. The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model is the Research and Development (R&D) process employed. The findings of expert reviews, which include characteristics such as design, content, language, and Islamic content of the LKPD, define the legitimate requirements for achieving a score of 4.5. The results of teacher activity observations (IO) received a score of 4.4, and the results of student observations received a score of 4.3 indicating that they were well-implemented. The successful requirements for achieving cognitive learning outcomes exam scores are that 76 percent of students have met the KKM scores, affective is determined by students' favorable attitudes toward the learning process, and psychomotor is determined by students' replies on the LKPD.

Keywords


LKPD Berbasis Islam, PBL, Elektrolit dan Nonelektrolit

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