<![CDATA[Tujuan penelitian ini adalah untuk mengembangkan lembar kerja peserta didik (LKPD) berbasis higher order thinking skill (HOTS) yang dapat memfasilitasi siswa dalam melatih kemampuan berpikir tingkat tingginya. Metode penelitian yang digunakan merupakan penelitian dan pengembangan. Proses pengembangan LKPD diadaptasi dari model pengembangan 4-D (Four-D Models) yang terdiri dari pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). Tahap pendefinisian meliputi analisis awal-akhir siswa, analisis tugas, analisis konsep dan spesifikasi tujuan. Tahap perancangan terdiri dari penyusunan tes, pemilihan media, dan pemilihan format. Tahap pengembangan terdiri dari uji kevalidan, kepraktisan dan keefektifan. Tahap penyebaran ini dilakukan dengan membagikan LKPD berbasis HOTS ke sekolah lain, selanjutnya siswa diminta untuk mengisi lembar angket respon terhadap LKPD yang dibagikan. Berdasarkan hasil penilaian validasi diperoleh skor rata-rata, yaitu aspek materi sebesar 3,73 dengan kategori valid, aspek konstruksi/media sebesar 4,28 dengan kategori sangat valid dan aspek bahasa sebesar 4,06 dengan kategori valid. Hasil penilaian kepraktisan siswa diperoleh skor rata-rata sebesar 4,15 dengan kategori praktis dan kepraktisan guru sebesar 3,60 dengan kategori praktis. Selanjutnya, hasil penilaian keefektifan melalui tes HOTS menunjukkan persentase ketuntasan secara klasikal sebesar 86,7% dan respon siswa menunjukkan respon positif terhadap LKPD. Hasil penilaian tes menunjukkan rata-rata pretes diperoleh 30,76, sedangkan postes diperoleh 74,09. Artinya, terdapat peningkatan rata-rata nilai kemampuan berpikir tingkat tinggi dari pretes ke postes dalam ujicoba lapangan. AbstractThe purpose of this study was to develop worksheets based on higher order thinking skills that facilitate students in practicing their higher order thinking skills. The research method used is research and development. The worksheet development process is adapted from the 4-D model which consists of define, design, develop, and disseminate. The defining stage includes preliminary-final analysis, task analysis, concept analysis and goal specification. The design stage consists of composing tests, selecting media, and selecting formats. The development stage consists of testing the validity, practicality and effectiveness. The dissemination stage was carried out by distributing worksheets based on higher order thinking skills to other schools, then students were asked to fill out a questionnaire response to the worksheets that were distributed. Based on the results of the validation assessment, an average score was obtained, namely the material aspect was 3,73 with the valid category, the construction / media aspect was 4,28 with the very valid category and the language aspect was 4,06 with the valid category. The results of the student practicality assessment obtained an average score of 4,15 with the practical category and the teacher's practicality of 3,60 with the practical category. Furthermore, the results of the effectiveness assessment through the higher order thinking skill test showed a classical completeness percentage of 86,7% and student responses showed a positive response to the worksheet. The results of the test assessment showed that the pretest average was 30,76, while the post-test was 74,09. That is, there is an increase in the average value of higher order thinking skills from pretest to posttest in field trials.]]>
Copyrights © 2020
