PROTOTYPE ALAT PERAGA BIDANG MIRING SEBAGAI MEDIA PEMBELAJARAN GUIDED INQUIRY DALAM MENGEMBANGKAN CRITICAL THINKING SKILLS

Abstract

Alat peraga IPA merupakan media pembelajaran yang memudahkan siswa dalam membangun konsep materi IPA. Penelitian ini merupakan jenis penelitian dan pengembangan dengan model 4-D, yang meliputi 4 tahapan, yaitu tahap pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). Penelitian ini dibatasi sampai pada tahap pengembangan (develop). Tujuan dari penelitian ini adalah: 1) mengembangkan alat peraga IPA bidang miring berbasis guided inquiry untuk meningkatkan keterampilan berpikir kritis siswa. 2) untuk mengetahui kelayakan alat peraga IPA bidang miring berbasis guided inquiry. Validasi dilakukan oleh ahli materi dan media, peer reviewer (teman sejawat), guru IPA dan dilakukan ujicoba terbatas kepada 15 siswa dari 2 sekolah. Penilaian oleh lima validator tersebut menggunakan skala likert. Hasil penelitian menunjukkan kriteria penilaian yang sangat baik dengan skor rata-rata dari ahli media adalah 95,7%, ahli materi 89%, peer reviewer 89,50%, guru IPA 86,81%, dan siswa 82,26%. Peningkatan keterampilan berpikir kritis siswa dapat diketahui melalui hasil pretest dan posttest. Nilai rata-rata pretest sebesar 6,20 dan rata-rata posttest sebesar 8,60. Peningkatan keterampilan berpikir kritis siswa berada pada tingkatan sedang dengan nilai 0,62.

Science teaching aids is a learning medium that makes it easy for students to develop the concepts of science materials. This research is a type of research and development with a 4-D model, which includes 4 stages, namely the stages of definition (define), design (design), development (develop), and dissemination (disseminate). This research is limited to the development stage (develop). The objectives of this research are: 1) to develop guided science inquiry on the sloping plane based on guided inquiry to improve students' critical thinking skills. 2) to determine the appropriateness of the guided slaughter-based science props. Validation was carried out by material and media experts, peer reviewers, science teachers, and a limited trial was conducted on 15 students from 2 schools. The evaluation by the five validators used a Likert scale of scale 5. The results showed that the average score obtained based on the assessment of media experts was 95.7%, material experts 89%, peer reviewers 89.50%, science teachers 86.81%, and students 82.26%, so that it can be stated with excellent assessment criteria (A). Increased students' critical thinking skills can be known through the results of the pretest and posttest. The average pretest score was 6.20 and the posttest average was 8.60. Increased students' critical thinking skills are at a moderate level with a value of 0.62.