Pengembangan Lembar Kegiatan Siswa (LKS) dengan model learning cycle 5 fase materi alat pernafasan manusia untuk peningkatan hasil belajar siswa kelas V di Sekolah Dasar Negeri Gunungsari Tajinan Malang

INDONESIA:

IPA merupakan kegiatan manusia yang bersifat aktif dan dinamis. Artinya, kegiatan manusia yang tiada hentinya dari hasil percobaan akan menghasilkan konsep, selanjutnya konsep tersebut mendorong dilakukannya percobaan berikutnya dan seterusnya. Kegiatan dinamis dan aktif dinamis itu dapat dilakukan melalui Learning Cycle 5 Fase. Learning Cycle 5 Fase adalah siklus belajar yang terdiri dari 5 tahapan yaitu engagement, exploration, explanation, elaboration, dan evaluation. dalam pembelajaran IPA khususnya perlu adanya model yang nantinya akan mengarahkan siswa untuk mengetahui berdarkan fakta apa yang ia pelajari. Ketika ada serangkaian proses pembelajaran yang mengarahkan siswa mempelajari sesuai dengan kehidupan sehari-hari, siswa akan lebih memahami dan mereka dapat membentuk konsep baru sesuai pengetahuan yang ia peroleh melalui kegiatan pembelajarn tersebut. Oleh sebab itu, perlu adanya pengembangan LKS IPA model Learning Cycle 5 Fase kelas V SDN Gunungsari Tajinan Malang untuk meningkatkan hasil belajar siswa.

Tujuan penelitian pengembangan ini adalah mengahasilkan produk berupa LKS IPA model Learning Cycle 5 Fase yang diharapkan mampu meningkatkan keaktifan siswa dalam mengikuti pembelajaran IPA dan meningkatkan hasil belajar siswa.Dalam pengembangan bahan ajar ini, peneliti menggunakan jenis penelitian dan pengembangan (R&D) dan model yang dikembangkan menurut Borg & Gall dengan enam tahap yang dilaksanakan, yaitu: (1)Menganalisis kebutuhan dan karakteristik siswa, (2)Merumuskan tujuan instruksional., (3)Merumuskan butir-butir materi, (4)Mengembangkan alat pengukur keberhasilan, (5)Menuliskan naskah media, (6)Mengadakan tes dan revisi.

Hasil pengembangan bahan ajar IPA dalam bentuk Lembar Kegiatan Siswa (LKS) ini memenuhi kriteria valid dengan hasil (1) Validasi ahli materi 92%, (2) Validasi ahli desain bahan ajar 90%, (3) Validasi dan uji coba guru kelas V 86.6%, (6) Uji coba lapangan 90.2%. Sedangkan pada perhitungan uji t manual dengan tingkat kemaknaan 0,05 diperoleh hasil t hitung ≥ t tabel yaitu 5,18 > 2,045 artinya Ho ditolak dan Ha diterima. Sehingga terdapat perbedaan yang signifikan terhadap bahan ajar yang dikembangkan. Dengan demikian, pengembangan sudah dapat dikatakan layak digunakan dalam pembelajaran.

ENGLISH:

Natural Science is a active and dynamic human activity. Meant that human activities are the results of the experiment that will produce a concept, the concepts encourage future experiments and so on. Dynamic and active dynamic activities can be done through the 5 Phases Learning Cycle. 5 Phases Learning Cycle is a learning cycle consisting of five stages, namely engagement, exploration, explanation, elaboration, and evaluation. in natural science learning needs for a model that will lead students to know based on the fact what are learned. There is a series of learning processes that lead students to learn in accordance with everyday life, students will be better to understand appropriate knowledge that is acquired through these learning activities. Therefore, the need for the development of natural science of LKS of 5 Phases Learning Cycle model of class V SDN Gunungsari Tajinan Malang is to improve student learning outcomes.

The research objectives of this development resulted worksheets IPA product of 5 Phases Learning Cycle model which were expected to enhance the activity of students in participating in science teaching and improved student learning outcomes. In the development of teaching materials, the researcher used teaching materials that were developed using a model of development according to Borg & Gall with six stages, namely: (1) analyze the needs and characteristics of students, (2) Formulate instructional purposes. (3) formulate the grains of material, (4) Develop a gauge of success, (5) Write the manuscript media, (6) Conduct tests and revisions.

The result of the development of teaching materials of natural science of Students worksheet Activity (LKS) was valid criteria with results of (1) Validation of matter experts was 92%, (2) Validation of design experts of teaching materials was 90%, (3) Validation and testing of teachers in class V 86.6 was %, (6) field trials was 90.2%. While in manual calculation of t test with significance level of 0.05 was obtained results of t count ≥ t table as same as 5.18> 2.045 meant that Ho was rejected and Ha was accepted. So there was a significant difference to the teaching materials that was developed. Thus, the development was eligible to use in learning