Pengembangan E-Modul Pembelajaran Ipa SMP Kelas Vii Berbasis Model Pembelajaran Levels of Inquiry Untuk Meningkatkan Literasi Sains Siswa

Abstract

Penelitian ini bertujuan menghasilkan e-modul pembelajaran IPA berbasis model pembelajaran Levels of Inquiry yang valid, praktis, dan efektif untuk meningkatkan literasi sains siswa SMP kelas VII. Jenis penelitian ini adalah penelitian pengembangan (Research and Development) dengan menggunakan model pengembangan ADDIE oleh Dick dan Carey, meliputi 1) analisis, 2) perancangan, 3) pengembangan, 4) implementasi dan 5) evaluasi. Data pada penelitian ini dikumpulkan dengan teknik pemberian angket dan tes literasi sains. Adapun rancangan penelitian untuk uji keefektivitasan menggunakan One Group Pretest-Posttest Design. Data hasil penelitian di analisis secara deskriptif. Hasil penelitian menunjukkan bahwa (1) e-modul sangat valid dari segi materi (KVG=0,89), media (x ̅=96,75), dan bahasa (x ̅=97,45) (2) e-modul sangat praktis dari praktisi guru (x ̅=91,83) dan praktisi siswa (x ̅=91,53), (3) e-modul efektif meningkatkan literasi sains siswa dengan kualifikasi sedang (<g>=0,52). Berdasarkan hasil penelitian, dapat disimpulkan bahwa produk e-modul pembelajaran IPA SMP kelas VII berbasis model pembelajaran Levels of Inquiry untuk meningkatkan literasi sains siswa memperoleh penilaian yang valid, praktis dan efektif.

Analysis of Needs for Development of MOOCs-Based Digital Module to Increase Concept Understanding of Junior Students on The Matter of Breathing Systems

“…In this respiratory system material, especially a lot of material related to biology and requires students to remember from parts of the organs, diseases, to how to maintain respiratory health, causing students to not be able to memorize at once, although there are some students who understand the material by memorizing and the rest have difficulty in understanding if delivered in a conventional way. This is reinforced by the results of observations that have been made, in class VIII SMP N 11 KOTA BENGKULU, especially in chapters with material that has a lot of memorization, students are only ordered to bring, explain in front of the teacher and friends, get grades, be explained the material, and given assignments, this is due to the demands of the teacher to complete the material according to the curriculum targets, so inevitably forcing students to accept concepts that may not be fully understood, in line with the statement from [12]. In addition, school facilities such as Agree Stronly Agree Disagree Strongly Disagree Agree Stronly Agree Disagree Strongly Disagree Agree Stronly Agree Disagree Strongly Disagree laboratories are not used optimally, so that material that requires practicum can only be done in class or students do at home.…”