PENGEMBANGAN MODUL PEMBELAJARAN BIOLOGI MATERI EKOSISTEM BERBASIS PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL)
Abstract
Abstrak:
Penelitian ini bertujuan mengembangkan modul biologi berbasis pendekatan Contextual Teaching and Learning (CTL) yang valid, efektif, dan praktis. Penelitian ini merupakan penelitian pengembangan (Research and Development) yang mengacu pada model pengembangan 4-D atau model Thiagarajan yang dimodifikasi menjadi model 3-D, yakni tahap define (pendefinisian), design (perancangan), dan develop (pengembangan). Subjek uji coba dari penelitian ini yaitu peserta didik kelas VII SMP Negeri 2 Bajeng Barat. Instrumen penelitian yang digunakan dalam pengumpulan data dibagi atas 3 yaitu instrumen uji kevalidan berupa lembar validasi, instrumen uji kepraktisan berupa angket respon peserta didik, dan instrumen uji keefektifan berupa tes hasil belajar. Data dianalisis dengan menggunakan analisis deskriptif kualitatif dan kuantitatif (mix method). Berdasarkan data uji coba kevalidan modul yang direvisi sebanyak 3 kali, modul memenuhi kategori valid dengan skor rata-rata 3.39, untuk uji coba kepraktisan modul diperoleh nilai rata-rata 3.57 termasuk kategori sangat praktis dan setelah dilakukan uji coba keefektifan modul memenuhi kategori efektif untuk digunakan dengan perolehan nilai rata-rata 80.62, dengan jumlah siswa yang tuntas dalam proses pembelajaran adalah 28 orang atau sekitar 87.5 % sedangkan yang tidak tuntas sebanyak 4 orang atau sekitar 12.5%. Hal ini mengindikasikan bahwa modul yang dikembangkan masih belum sempurna namun layak untuk digunakan.
Abstract:
The aims of the research were to develop a valid, effective and practical biology-based Contextual Teaching and Learning (CTL) module. This research is a research development (Development and Development) which refers to 4-D development model or Thiagarajan model that is modified into 3-D model, ie define, design and develop. The subject of this research is the students of class VII of SMP Negeri 2 Bajeng Barat. The research instrument is divided into 3 namely the validity test instrument in the form of validation sheet, the practicality test instrument in the form of a questionnaire of the learners' response and the effectiveness test instrument in the form of learning test. The data obtained were then analyzed using qualitative and quantitative descriptive analysis (mix method). Based on data of validity test of 3 times revised modules, it shows that the module meets the valid category with the mean score of 3.39, for modality practicality module obtained the mean score of 3.57 which belongs to very practical category and for effectiveness test of the module obtained effective category with the mean score of 80.62, with the total number of students who achieved minimum mastery criterion were 28 people or about 87.5% while 4 of them have not achieved minimum mastery criterion or about 12.5%. This indicates that the module developed is still not perfect, but it is feasible to use.
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References
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