PENGEMBANGAN BAHAN AJAR SENYAWA MAKROMOLEKUL UNTUK SMK AGRIBISNIS TANAMAN PANGAN DAN HORTIKULTURA MENGGUNAKAN METODE 4S TMD - Rian Febriyana Putra, - (2023)
Penelitian ini bertujuan untuk menghasilkan bahan ajar senyawa makromolekul yang layak, mudah dipahami dan relevan dengan konteks kejuruan serta kebutuhan siswa SMK agribisnis tanaman pangan dan hortikultura. Penelitian ini menerapkan metode design and development research dan metode pengembangan bahan ajar menggunakan Four Steps Teaching Material Development (4S TMD) yang terdiri atas tahap seleksi, strukturisasi, karakterisasi, dan reduksi didaktik. Partisipan penelitian ini terdiri dari dua orang ahli pendidikan kimia, satu orang guru kimia SMK dan 60 orang siswa SMK agribisnis tanaman pangan dan hortikultura. Objek penelitian berupa bahan ajar senyawa makromolekul untuk siswa SMK agribisnis tanaman pangan dan hortikultura. Instrumen yang digunakan terdiri dari format validasi setiap tahapan metode pengembangan bahan ajar 4S TMD, kelayakan dan keterpahaman bahan ajar. Teknik analisis data dilakukan secara kualitatif dan semi-kuantitatif. Temuan penelitian menunjukkan bahwa (1) tahap 1, terseleksinya 10 IPK dari KD 3.8 dan 4.8, 24 label konsep, 6 sumber buku teks kimia internasional, 8 konteks substansi, dan 3 konteks pedagogik terkait materi senyawa makromolekul yang urgen dan relevan; tahap 2, terbentuknya struktur penyajian materi senyawa makromolekul berupa peta konsep, struktur makro, dan tiga level representasi; tahap 3, teridentifikasinya 28 teks yang masih tergolong sulit dipahami; dan tahap 4, tersusunnya langkah-langkah reduksi didaktik untuk mengurangi tingkat kesulitan setiap teks yang terdapat dalam draft bahan ajar (2) berdasarkan kriteria kelayakan bahan ajar menurut Badan Standar Nasional Pendidikan (BSNP), bahan ajar yang dikembangkan menunjukkan kelayakan isi (94,7%), penyajian (96,3%), kebahasaan (96,4%), dan kegrafikan (96,3%), dan (3) bahan ajar yang dikembangkan tergolong mudah dipahami oleh siswa SMK agribisnis tanaman pangan dan hortikultura atau tergolong kategori bahan ajar mandiri (80,3%). This study aims to produce teaching materials for macromolecular compounds that are appropriate, easy to understand and relevant to the vocational context and the needs of students in agribusiness and horticulture agribusiness vocational high school students. This study applies the design and development research method and teaching materials development method using the Four Steps Teaching Material Development (4S TMD) which consists of the stages of selection, structuring, characterization, and didactic reduction. The participants in this study consisted of two chemical education experts, one chemistry teacher at a vocational high school and 60 students at a food crop agribusiness and horticulture vocational high school. The research object is in the form of macromolecular compound teaching materials for students of food crops and horticulture agribusiness vocational schools. The instruments used consisted of validation formats for each stage of the 4S TMD teaching material development method, feasibility and understandability of teaching materials. Data analysis techniques were carried out qualitatively and semi-quantitatively. The research findings showed that (1) stage 1, 10 IPK were selected from KD 3.8 and 4.8, 24 concept labels, 6 international chemistry textbook sources, 8 substance contexts, and 3 pedagogic contexts related to urgent and relevant macromolecular compound material; stage 2, the formation of a structure for presenting material for macromolecular compounds in the form of concept maps, macro structures, and three levels of representation; stage 3, identification of 28 texts that are still classified as difficult to understand; and stage 4, the formulation of didactic reduction steps to reduce the difficulty level of each text contained in the draft teaching materials (2) based on the eligibility criteria for teaching materials according to the BSNP, the developed teaching materials show the eligibility of the content (94.7 %), presentation (96.3%), language (96.4%), and graphics (96.3%), and (3) the teaching materials developed are classified as easily understood by students of a food crop and horticulture agribusiness vocational school or fall into the category independent teaching materials (80.3%).