<![CDATA[Penelitian ini bertujuan untuk: 1) menghasilkan perangkat pembelajaran kooperatif tipe TPS pada materi limbah yang layak digunakan dalam pembelajaran biologi, 2) mengetahui keefektifan perangkat pembelajaran kooperatif tipe TPS pada materi limbah terhadap motivasi dan kemampuan berpikir kritis siswa. R&D ini menggunakan model 4-D yang diadaptasi dari Thiagarajan, et al. (1974), meliputi tahap define, design, develop, dan dissemminate. Hasil penelitian adalah sebagai berikut. 1) Perangkat pembelajaran kooperatif tipe TPS pada materi limbah untuk meningkatkan motivasi dan kemampuan berpikir kritis siswa yang dihasilkan mempunyai kelayakan sangat baik sebagai perangkat pembelajaran biologi di SMA. 2) Pengimplementasian perangkat pembelajaran tersebut efektif untuk meningkatkan motivasi dan kemampuan berpikir kritis siswa. Perbedaan motivasi dan kemampuan berpikir kritis siswa tampak di kelas eksperimen, dimana motivasi siswa meningkat sebesar 5,81 point dan kemampuan berpikir kritis meningkat sebesar 65,16 point, sedangkan di kelas kontrol, motivasi siswa meningkat sebesar 5,35 point dan kemampuan berpikir kritis sebesar 61,50 point. Developing a cooperative teaching of TPS type to increase the motivation and cts of the student AbstractThis study aims to: 1) produce TPS type cooperative learning device on waste material which is fit for use in biology class, 2) discover the effectiveness of TPS type cooperative learning device on waste material on students’ motivation and critical thinking skill. This study was a research using by R&D model 4-D which was adapted  from Thiagarajan, et al. (1974) which consists of define, design, develop, and  disseminate. The research results are as follows: 1) Cooperative learning type of TPS device on waste material to increase students’ motivation and critical thinking skill produced has good feasibility according to material experts, media experts, biology teachers, and associates’ assessments. 2) The implementation of the learning device is effective in increasing students’ motivation and critical thinking skill. The differences of students’ motivation and critical thinking skill are obvious in the experimental class, in which students’ motivation increased for by 5.81 points and critical thinking skill increased by 65.16 points, while in control class, students’ motivation increased by 5.35 points and critical thinking skill by 61.50 points.]]>
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