PENGEMBANGAN BAHAN AJAR BIG BOOK MATERI SEMIOTIKA LAMBANG PANCASILA UNTUK MENINGKATKAN HASIL BELAJAR PPKN SISWA KELAS 3 SD

• Main Author: Dani Ismail, - (Author)
• Format: Book
• Published: 2022-08-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/76544/1/S_PGSD_1806154_Title.pdf; http://repository.upi.edu/76544/2/S_PGSD_1806154_Chapter1.pdf; http://repository.upi.edu/76544/3/S_PGSD_1806154_Chapter2.pdf; http://repository.upi.edu/76544/4/S_PGSD_1806154_Chapter3.pdf; http://repository.upi.edu/76544/5/S_PGSD_1806154_Chapter4.pdf; http://repository.upi.edu/76544/6/S_PGSD_1806154_Chapter5.pdf; http://repository.upi.edu/76544/7/S_PGSD_1806154_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools

ABSTRAK Penelitian ini dilandasi oleh permasalahan yang peneliti dapat yaitu terbatasnya bahan ajar yang digunakan, rendahnya pemahaman siswa tentang materi semiotika lambang pancasila dan rendahnya hasil belajar PPKn siswa. Penelitian ini bertujuan untuk mengembangkan bahan ajar Big Book materi semiotika lambang pancasila yang layak serta dapat diinplementasikan pada pembelajaran guna meningkatkan hasil belajar PPKn siswa kelas 3 SD. Kelayakan bahan ajar yang dikembangkan divalidasi oleh ahli bahan ajar dan ahli materi PPKn. Metode penelitian yang digunakan adalah Design and Development (D&D) dengan desain pengembangan ADDIE (analisys, design, development, implementation, and evaluation). Teknik pengumpulan data yang digunakan berupa observasi, wawancara, kuisoner, dan soal evaluasi. Pada penelitian ini peneliti menggunakan kuisoner dengan skala Guttman. Pengukuran dengan memakai skala Guttman akan mendapat jawaban yang tegas, karena hanya ada dua pilihan jawaban yakni "Ya" atau "Tidak". Teknik analis data pada penelitian ini menggunakan analisis data kualitatif dan kuantitatif. Hasil validasi bahan ajar Big Book dari ahli bahan ajar mendapatkan penilaian dengan kategori cukup pada saat sebelum revisi dan setelah revisi mendapatkan penilaian sangat baik. Sedangkan dari ahli materi mendapatkan penilaian dengan kategori sangat baik sebelum revisi dengan sejumlah catatan dan setelah revisi mendapatkan penilaian sangat baik tanpa catatan. Bahan ajar yang dikembangkan setelah divalidasi oleh ahli memiliki kelebihan yaitu mendukung pembelajaran abad 21 dan HOTS, membuat pembelajaran PPKn lebih menarik dan menyenangkan, serta mendukung kegiatan shared reading dan memungkinkan untuk menciptakan suasana pembelajaran yang tidak menakutkan. Hasil belajar PPKn siswa juga mengalami peningkatan setelah dilakukan pembelajaran menggunakan bahan ajar Big Book. Kata Kunci: bahan ajar Big Book, Pembelajaran PPKn di SD, hasil belajar ABSTRACT This research is based on the problems that the researchers found, namely the limited teaching materials used, the low understanding of students about the semiotic material of the Pancasila symbol and the low student learning outcomes of Civics. This study aims to develop Big Book teaching materials for proper Pancasila symbol semiotics and can be implemented in learning to improve Civics learning outcomes for 3rd grade elementary school students. The feasibility of the teaching materials developed was validated by teaching materials experts and PPKn material experts. The research method used is Design and Development (D&D) with ADDIE development design (analysis, design, development, implementation, and evaluation). Data collection techniques used in the form of observation, interviews, questionnaires, and evaluation questions. In this study, the researcher used a questionnaire with the Guttman scale. Measurements using the Guttman scale will get a firm answer, because there are only two answer choices, namely "Yes" or "No". The data analysis technique in this study used qualitative and quantitative data analysis. The results of the validation of Big Book teaching materials from teaching materials experts received an assessment with a sufficient category before the revision and after the revision received a very good assessment. Meanwhile, the material expert received an assessment in the very good category before the revision with a number of notes and after the revision got a very good assessment without notes. Teaching materials developed after being validated by experts have the advantage of supporting 21st century learning and HOTS, making Civics learning more interesting and fun, as well as supporting shared reading activities and making it possible to create a learning atmosphere that is not scary. Student Civics learning outcomes also increased after learning using Big Book teaching materials. Keywords: Big Book teaching materials, Civics learning in elementary school, learning outcomes