PENGEMBANGAN BUKU AJAR KIMIA DENGAN KETERAMPILAN PEMECAHAN MASALAH PADA MATERI SENYAWA HIDROKARBON DAN MINYAK BUMI MENGGUNAKAN FOUR STEPS TEACHING MATERIAL DEVELOPMENT

• Main Author: Mochamad Fikry Hamdani, - (Author)
• Format: Book
• Published: 2019-08-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/43201/1/S_KIM_1506012_Title.pdf; http://repository.upi.edu/43201/8/S_KIM_1506012_Chapter1.pdf; http://repository.upi.edu/43201/4/S_KIM_1506012_Chapter2.pdf; http://repository.upi.edu/43201/5/S_KIM_1506012_Chapter3.pdf; http://repository.upi.edu/43201/6/S_KIM_1506012_Chapter4.pdf; http://repository.upi.edu/43201/7/S_KIM_1506012_Chapter5.pdf; http://repository.upi.edu/43201/2/S_KIM_1506012_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education; QD Chemistry

Penelitian ini bertujuan untuk mengembangkan buku ajar kimia dengan keterampilan pemecahan masalah materi senyawa materi hidrokarbon dan minyak bumi menggunakan Four Steps-Teaching Material Development. Metode yang digunakan dalam penelitian ini adalah Development Research (DR). Pengembangan buku ajar senyawa hidrokarbon dan minyak bumi dengan model 4S-TMD dilakukan dengan empat tahap. Pada tahap seleksi dihasilkan draft buku ajar 1 yang telah divalidasi kesesuaian indikator dengan kompetensi dasar, kebenaran konsepnya, dan pengembangan keterampilan pemecahan masalah terkait buku ajar. Pada tahap strukturisasi dihasilkan draft buku ajar 2 berupa peta konsep, struktur makro, dan multipel representasi. Tahap karakterisasi dilakukan untuk menguji draft buku ajar terhadap peserta didik dengan instrumen penentuan ide pokok. Dari 48 teks yang diujikan, 35 teks dikategorikan mudah dan 13 teks dikategorikan sulit. Karakteristik teks sulit dibagi menjadi, abstrak, kompleks, dan rumit. Teks yang dikategorikan sulit dilakukan tahap reduksi didaktik. Untuk mengevaluasi buku ajar yang dikembangkan, dilakukan uji kelayakan oleh guru SMA dan uji keterpahaman terhadap peserta didik. Instrumen yang digunakan untuk uji kelayakan disusun berdasarkan kriteria BSNP dan uji keterpahaman digunakan instrumen penentuan ide pokok dan identifikasi teks sulit atau mudah. Hasil uji kelayakan menunjukkan bahwa buku ajar berada pada kategori "sangat layak" dengan aspek kelayakan isi sebesar 86,84%, aspek kelayakan penyajian sebesar 87,08%, aspek kelayakan kebahasaan sebesar 86,31%, dan aspek kelayakan kegrafikaan sebesar 85,15%. Uji keterpahaman didapatkan hasil 85,45% dengan kriteria keterpahaman tinggi dengan kategori mandiri. This research have purposed to developing chemistry textbooks with problem solving skills in hydrocarbon and petroleum using four-steps teaching taterial development". The method use in this research is Development research (DR). The development of textbooks on hydrocarbon compounds and petroleum with 4S-TMD model was carried out in four steps. At selection step, a draft textbook 1 was produced which validated the suitability of the indicators with basic competencies, the correctness of the concept, and the development of problem solving skills related to the textbooks. At the structuring step, draft textbook 2 was produced in the form of concept maps, macro structures, and multiple representations. The characterization step is carried out to test the textbook draft of to the students with the instrument of determining of the main idea. Of the 48 texts tested, 35 texts were categorized as easy and 13 texts were categorized as difficult. Characteristics of the text are difficult was divided into abstract, complex, and complicated. The categorized text difficult to do didactic reduction step. To evaluate textbooks developed, a feasibility test was conducted by high school teacher and a test of comprehensible to students. The instrument used for the feasibility test was prepared based on the criteria of the BSNP and the comprehensible test was used to determine the main idea and identify the text in difficult or easy. The result of the feasibility test shows that the textbook is in the category of "very feasible" with the aspect of the feasibility of the content 86,84%, the feasibility aspect of the presentation is 87,08%, the feasibility aspect of language eligibility is 86,31%, and the feasibility of the graphic aspect is 85,15%. Comprehensible test results obtained 85,45% with high comprehensible criteria with independent category.