出版社:Program Pascasarjana, Universitas Negeri Yogyakarta (UNY)
摘要:Tujuan penelitian pengembangan ini adalah untuk menghasilkan Rencana Pelaksanaan Pembelajaran (RPP) IPA SD berbasis Problem Based Learning (PBL) untuk anak learning disabilities yang layak digunakan dalam pembelajaran. Metode penelitian yang digunakan menggunakan desain 4D ( four D-Models ) yang dikemukakan oleh Thiagarajan (1974) yang terdiri tahap pendefinisian ( define), perencanaan ( design ), pengembangan ( develop ) dan diseminasi (dissemination ). Instrumen yang digunakan adalah lembar validasi ahli, instrumen tes dan nontes untuk menilai hasil belajar siswa dari sisi kognitif, afektif dan psikomotor serta lembar keterlaksanaan pembelajaran. Teknik analisis data menggunakan analisis data validasi ahli, analisis data tes hasil belajar dari aspek kognitif, afektif dan psikomotor serta analisis data keterlaksanaan pembelajaran. Hasil penelitian menunjukkan data dari analisis ahli pada tahap 1 nilai rata rata 3,99 (baik), tahap 2 nilai rata-rata 4,38 (sangat baik). Dari ujicoba lapangan didapatkan hasil belajar siswa sebanyak 70% sudah memenuhi KKM dan siswa yang mengalami peningkatan pembelajaran sebanyak 60%. Untuk analisis keterlaksanaan pembelajaran pada ujicoba lapangan I, II dan II memperoleh nilai 3,575, 3,625, dan 3,65 semuanya masuk pada kategori baik. Nilai presentase keterlaksanaan pembelajaran berturut-turut pada pertemuan ke I, II dan III adalah 99,31%, 97,94% dan 98,64%, sehingga secara keseluruhan RPP IPA berbasis PBL untuk anak learning disabilities layak digunakan dalam pembelajaran. Development of primary school natural science lesson plan based on problem based learning (PBL) for learning disabilities students Abstract The purpose of this development research was to produced a primary school natural science lesson plan based on Problem Based Learning (PBL) for learning disabilities children that are appropriate to be used in learning. The research method used uses 4D (four D-Models) design proposed by Thiagarajan (1974) which consists of define, design, develop and dissemination. The instruments used were expert validation sheets, test and non-test instruments to assess student learning outcomes in terms of cognitive, affective and psychomotor as well as learning achievement sheets. Data analysis techniques used expert validation data analysis, data analysis of learning outcomes test from cognitive, affective and psychomotor aspects as well as data analysis of learning achievement. The results showed that the data from expert analysis at stage 1 was 3.99 (good), stage 2 had an average value of 4.38 (very good). From field trials obtained student learning outcomes as much as 70% has fulfilled the KKM and students who experienced learning improvement as much as 60%. For the analysis of the feasibility of learning in the field trials I, II and II obtained a score of 3.575, 3.625, and 3.65 all in the good category. The percentage value of learning successive at meetings I, II and III are 99.31%, 97.94% and 98.64%, so that the overall lesson plan based PBL for children with learning disabilities was worthy of use in learning.
其他摘要:The purpose of this development research is to produce a Learning Implementation Plan (RPP) for SD based on Problem-based learning (PBL) for learning disabilities students that are suitable for use in learning. The study used a 4D design (four D-Models) proposed by Thiagarajan (1974) which consisted of defining, planning, developing and disseminating stages. The instruments used were expert validation sheets, test instruments and non-tests to assess student learning outcomes in terms of cognitive, affective and psychomotor as well as learning implementation sheets. The results showed that data from expert analysis in stage 1 had an average value of 3.99 (valid), stage 2 had an average value of 4.38 (very valid). From field trials, it was found that student learning outcomes in cognitive, affective and psychomotor as much as 70% of students had met the KKM and students who experienced increased learning as much as 60% of the total students. For the analysis of learning feasibility in field trials I, II and III obtained a value of 3.575 (good), 3.625 (good), and 3.65 (good) all included in the good category, so that overall PBL-based Science RPP for learning disabilities students is feasible in learning.
关键词:sains;science;problem based learning;learning disabilities