PENGEMBANGAN BUKU AJAR PERUBAHAN LINGKUNGAN BERBASIS MODEL SEARCH, SOLVE, CREATE, SHARE (SSCS) UNTUK MEMBERDAYAKAN KEMAMPUAN BERPIKIR KRITIS

Abstract

Penelitian ini bertujuan untuk (1) mengembangkan buku ajar berbasis model Search, Solve, Create dan Share (SSCS) pada materi perubahan lingkungan, (2) mengetahui kelayakan buku ajar, dan (3) mengetahui efektivitas penggunaan buku ajar untuk memberdayakan kemampuan berpikir kritis. Model pengembangan yang digunakan adalah model pengembangan ADDIE yakni analysis, design, development, implementation dan evaluation. Teknik pengumpulan data menggunakan angket validasi ahli, angket respon peserta didik dan soal pretest-posttest, yang dianalisis secara kuantitatif dan kualitatif. Data kemampuan berpikir kritis dianalisis dengan sampel paired t-test dan dihitung dengan N-gain ternormalisasi. Hasil pengembangan buku ajar menunjukkan rata-rata hasil validasi ahli sebesar 93% dan berada pada kategori sangat layak digunakan untuk bahan ajar peserta didik. Hasil angket mengenai respon penilaian dari peserta didik sebesar 82,2% peserta didik memberikan respon positif terhadap bahan ajar yang dikembangkan. Didapatkan hasil nilai postest sebesar 78,9 (kelas eksperimen) dan 68,6 (kelas kontrol). Diketahui bahwa dari uji t (kesamaan dua rata-rata) diperoleh t_hit(5,26) > t_tab (2,02), yang berarti rata-rata N-gain peserta didik pada kelas eksperimen memiliki perbedaan yang signifikan dengan rata-rata N-gain peserta didik pada kelas kontrol. Dengan demikian terdapat pengaruh yang signifikan dari penggunaan buku ajar berbasis SSCS terhadap kemampuan berpikir kritis peserta didik.

The aims of this research were 1) to develop a textbook-based SSCS model on environmental change material, 2) to test the feasibility of a textbook-based SSCS model, and 3) to test the effectiveness of a textbook-based SSCS model to improve the critical thinking skill of students at class XI of State Senior High School (SMAN) 2 of Metro. The development model used in this research was ADDIE model consisted of five stages: analysis, design, development, implementation, and evaluation. The data were collected by using the validated questionnaire and the pretest-posttest test and were analyzed quantitatively and qualitatively. The data of the critical thinking skill were analyzed by sample paired t-test and calculated by normalized N-gain. The result of the development of a textbook showed the average results of the expert validation was 93% (very feasible for use as students teaching material). The result of respond of the students was 82.2%, it meant that the students gave the positive responses to the developed textbook. The scores of posttest were 78.9 (experimental class) and 68.6 (control class). The result of paired t-test was t_calculated (5.26) > t_tab (2.02), it showed that mean of students' N-gain in experiment class had the significant difference to the control class. Therefore, there was significant effect of the use of a textbook-based SSCS model to improve the the critical thinking skill of students.