PENGEMBANGAN DAN IMPLEMENTASI DESAIN PEMBELAJARAN SHARING AND JUMPING TASK PADA PEREASKI PEMBATAS UNTUK MENUMBUHKAN KETERAMPILAN KOLABORATIF PESERTA DIDIK

• Main Author: Najdin Aqmarina, - (Author)
• Format: Book
• Published: 2021-08-16.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/64094/1/S_KIM_1701167_Title.pdf; http://repository.upi.edu/64094/2/S_KIM_1701167_Chapter%201.pdf; http://repository.upi.edu/64094/3/S_KIM_1701167_Chapter%202.pdf; http://repository.upi.edu/64094/4/S_KIM_1701167_Chapter%203.pdf; http://repository.upi.edu/64094/5/S_KIM_1701167_Chapter%204.pdf; http://repository.upi.edu/64094/6/S_KIM_1701167_Chapter%205.pdf; http://repository.upi.edu/64094/7/S_KIM_1701167_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools

Penelitian ini bertujuan untuk mengembangkan desain pembelajaran sharing and jumping task dan menumbuhkan keterampilan kolaboratif peserta didik selama pembelajaran melalui implementasi rancangan desain pembelajaran sharing and jumping task pada materi pereaksi pembatas. Hal tersebut dilatarbelakangi oleh tuntutan pembelajaran abad 21, salah satunya peserta didik dapat mengembangkan keterampilan kolaboratif. Tetapi, nyatanya keterampilan kolaboratif sulit muncul dikarenakan pembelajaran di sekolah yang berpusat pada guru. Berdasarkan studi lapangan peneliti hambatan belajar peserta didik ditemukan pada materi pereaksi pembatas karena materi tersebut merupakan konsep konkrit dan abstrak. Metode penelitian yang digunakan adalah metode pengembangan dengan desain Didactical Design Research (DDR). Instrumen penelitian yang digunakan adalah pedoman wawancara, studi dokumen, dokumentasi video, dan lembar validasi. Pengumpulan dan analisis data dilakukan berdasarkan hasil observasi pembelajaran, wawancara guru, studi dokumen dan dokumentasi video yang dianalisis dengan Transcript-based Lesson Analysis (TBLA). Diperoleh hasil desain pembelajaran tersusun dari hambatan belajar yang teridentifikasi, respon peserta didik, dan antisipasi guru yang dirancang untuk tiga tahapan yaitu, kegiatan awal, kegiatan inti, dan kegiatan penutup. Implementasi desain pembelajaran terdiri dari dua siklus. Dan profil keterampilan kolaboratif yang tumbuh selama pembelajaran, sharing task 1 adalah indikator 2 dan indikator 4 dengan persentase masing-masing sebesar 50%, sharing task 2 adalah indikator 2 dengan persentase sebesar 33,33%, dan pada jumping task adalah indikator 4 dengan persentase sebesar 60%. This study aims to develop the lesson design of sharing and jumping task and grow collaborative skills of students during learning through the implementation of the sharing and jumping task learning design design on the limiting reagent material. This is motivated by the demands of 21st century learning, one of which is that students can develop collaborative skills. However, in fact collaborative skills are difficult to emerge due to teacher-centered learning in schools. Based on the researcher's field study, students' learning barriers were found in the limiting reagent material because the material is a concrete and abstract concept. The research method used is the development method with the Didactical Design Research (DDR). The research instruments used were interview guidelines, document studies, video documentation, and validation sheets. Data collection and analysis was carried out based on the results of learning observations, teacher interviews, document studies and video documentation which were analyzed using Transcript-based Lesson Analysis (TBLA). The results of the learning design are composed of identified learning barriers, student responses, and teacher anticipation which are designed for three stages, namely, initial activities, core activities, and closing activities. The implementation of the learning design consists of two cycles. And the profile of collaborative skills that grows during learning, sharing task 1 is indicator 2 and indicator 4 with a percentage is 50% each, sharing tasks 2 is indicator 2 with a percentage of 33.33%, and on the jumping task is indicator with a percentage of 60%.