PENGEMBANGAN BAHAN AJAR E-LEARNING BERBASIS MULTIPLE INTELLIGENCES PADA POKOK BAHASAN KESETIMBANGAN KIMIA DENGAN METODE 4STMD

• Main Author: Permatasari, Harry Rizka (Author)
• Format: Book
• Published: 2017-06-20.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/31313/1/T_KIM_1502815_Title.pdf; http://repository.upi.edu/31313/2/T_KIM_1502815_Abstract.pdf; http://repository.upi.edu/31313/3/T_KIM_1502815_Table_of_content.pdf; http://repository.upi.edu/31313/4/T_KIM_1502815_Chapter1.pdf; http://repository.upi.edu/31313/5/T_KIM_1502815_Chapter2.pdf; http://repository.upi.edu/31313/6/T_KIM_1502815_Chapter3.pdf; http://repository.upi.edu/31313/7/T_KIM_1502815_Chapter4.pdf; http://repository.upi.edu/31313/8/T_KIM_1502815_Chapter5.pdf; http://repository.upi.edu/31313/9/T_KIM_1502815_Bibliography.pdf; http://repository.upi.edu/31313/10/T_KIM_1502815_Appendix.pdf
• Keywords: L Education (General); QD Chemistry

Penelitian ini bertujuan untuk mengembangkan bahan ajar e-learning berbasis Multiple Intelligences (MI) pada pokok bahasan kesetimbangan kimia. Metode penelitian yang digunakan adalah Development Research, yang meliputi tiga tahap yaitu design, development, dan, evaluation. Pada tahap design dilakukan studi literatur tentang miskonsepsi pada kesetimbangan kimia, analisis permasalahan bahan ajar, dan rancangan bahan ajar E-Learning yang dikembangkan. Selanjutnya, pada tahap development dikembangkan bahan ajar melalui metode Four Steps Teaching Material Development (4STMD), yang meliputi proses seleksi, strukturisasi, karakterisasi, dan reduksi didaktik. Terakhir, pada tahap evaluation dilakukan uji kesesuaian Multiple Intellligence (MI) pada bahan ajar, uji keterpahaman, dan uji kelayakan. Hasil tahap design berupa: (1) miskonsepsi siswa pada topik kesetimbangan kimia; (2) bahan ajar yang digunakan kebanyakan berupa teks dan masih sulit dipahami oleh siswa; dan (3) desain bahan ajar e-learning. Tahap pertama pada 4STMD adalah seleksi dan menghasilkan: (1) dua KD dipilih dan dikembangkan menjadi 10 pada masing - masing indikator; (2) sembilan label konsep; dan (3) ada tujuh kecerdasan MI yang dapat diintegrasikan ke dalam materi kesetimbangan kimia, yaitu linguistik, spasial, kinestetik, interpersonal, intrapersonal, logis-matematis, dan naturalis. Tahap strukturisasi menghasilkan peta konsep, struktur makro, dan multiple representasi pada topik kesetimbangan kimia yang kemudian hasilnya dikompilasi menjadi draft bahan ajar 1. Hasil karakterisasi terhadap draft bahan ajar 1 berupa enam teks sulit yang selanjutnya dilakukan reduksi didaktik melalui lima cara yaitu penggunaan gambar dan contoh, analogi, partikularisasi, dan kembali ke tahapan kualitatif. Hasil evaluasi terhadap bahan ajar yang dikembangkan memberikan kesimpulan bahwa bahan ajar yang dikembangkan memiliki karakteristik sebagai bahan ajar e-learning dan mengandung MI, dengan kesesuaian antara MI pada bahan ajar dan MI pada siswa lebih besar dari 70%. Bahan ajar yang dikembangkan memiliki tingkat keterpahaman yang tinggi (83,321%) dan merupakan bahan ajar yang sangat layak untuk digunakan dengan persentase kelayakan 95,77%. This study aims to topics a Multiple Intelligences (MI)-based e-learning teaching material on chemical equilibrium. The research method was Development Research, which included three steps: design, development, and, evaluation. Problem analysis, identification of difficult chemistry concept, and determination of teaching material type were conducted in the design step. While in the development step was developed the teaching materials through Four Steps Teaching Material Development (4STMD) method, which included selection, structuring, characterization, and didactic reduction process. Meanwhile, analysis of MI on the teaching materials, comprehension test, and feasibility test were conducted in the evaluation step. Result of the design step were: (1) misconceptions in chemical equilibrium; (2) generally the teaching materials used in the classroom are mostly in the form of text and still difficult to be understood by the students; and (3) the design of e-learning teaching material. The first step of 4STMD method was selection and: (1) obtained two basic competencies (KD) and developed into 10 indicators for each KD; (2) identified eight concept labels; and (3) the integration of seven Multiple Intelligences (MI) into the chemical equilibrium topic, namely linguistic, spatial, kinesthetic, interpersonal, intrapersonal, logical-mathematical, and naturalist. The structuring step generated concept maps, macro structures, and multiple representations on chemical equilibrium topics which are then compiled into 1st draft of teaching material. The characterization of the draft found that there were six difficult texts need a revision in the didactic reduction step through five ways i.e. the use of images and sample, analogies, particularization, and return to the qualitative stage. The result of the evaluation step of materials came to the conclusion that the teaching material developed have characteristics as as e-learning teaching material and contained MI, with suitability level among MI on teaching materials and MI in students are greater than 70%. The teaching material have high understanding level with percentage was 83.321% and a feasible teaching material with the feasibility percentage of teaching material was 95.77%