Jurnal Inovasi Pendidikan IPA
Pengembangan RPP IPA sekolah dasar berbasis problem-based learning untuk siswa learning disabilities
Keywords
sains, science, problem based learning, learning disabilities
Document Type
Article
Abstract
Tujuan penelitian pengembangan ini adalah untuk menghasilkan Rencana Pelaksanaan Pembelajaran (RPP) IPA SD berbasis Problem Based Learning (PBL) untuk anak learning disabilities yang layak digunakan dalam pembelajaran. Metode penelitian yang digunakan menggunakan desain 4D (four D-Models) yang dikemukakan oleh Thiagarajan (1974) yang terdiri tahap pendefinisian (define), perencanaan (design), pengembangan (develop) dan diseminasi (dissemination). Instrumen yang digunakan adalah lembar validasi ahli, instrumen tes dan nontes untuk menilai hasil belajar siswa dari sisi kognitif, afektif dan psikomotor serta lembar keterlaksanaan pembelajaran. Teknik analisis data menggunakan analisis data validasi ahli, analisis data tes hasil belajar dari aspek kognitif, afektif dan psikomotor serta analisis data keterlaksanaan pembelajaran. Hasil penelitian menunjukkan data dari analisis ahli pada tahap 1 nilai rata rata 3,99 (baik), tahap 2 nilai rata-rata 4,38 (sangat baik). Dari ujicoba lapangan didapatkan hasil belajar siswa sebanyak 70% sudah memenuhi KKM dan siswa yang mengalami peningkatan pembelajaran sebanyak 60%. Untuk analisis keterlaksanaan pembelajaran pada ujicoba lapangan I, II dan II memperoleh nilai 3,575, 3,625, dan 3,65 semuanya masuk pada kategori baik. Nilai presentase keterlaksanaan pembelajaran berturut-turut pada pertemuan ke I, II dan III adalah 99,31%, 97,94% dan 98,64%, sehingga secara keseluruhan RPP IPA berbasis PBL untuk anak learning disabilities layak digunakan dalam pembelajaran.
Development of primary school natural science lesson plan based on problem based learning (PBL) for learning disabilities students
Abstract
The purpose of this development research was to produced a primary school natural science lesson plan based on Problem Based Learning (PBL) for learning disabilities children that are appropriate to be used in learning. The research method used uses 4D (four D-Models) design proposed by Thiagarajan (1974) which consists of define, design, develop and dissemination. The instruments used were expert validation sheets, test and non-test instruments to assess student learning outcomes in terms of cognitive, affective and psychomotor as well as learning achievement sheets. Data analysis techniques used expert validation data analysis, data analysis of learning outcomes test from cognitive, affective and psychomotor aspects as well as data analysis of learning achievement. The results showed that the data from expert analysis at stage 1 was 3.99 (good), stage 2 had an average value of 4.38 (very good). From field trials obtained student learning outcomes as much as 70% has fulfilled the KKM and students who experienced learning improvement as much as 60%. For the analysis of the feasibility of learning in the field trials I, II and II obtained a score of 3.575, 3.625, and 3.65 all in the good category. The percentage value of learning successive at meetings I, II and III are 99.31%, 97.94% and 98.64%, so that the overall lesson plan based PBL for children with learning disabilities was worthy of use in learning.
First Page
191
Last Page
202
Page Range
191-202
Issue
2
Volume
4
Digital Object Identifier (DOI)
10.21831/jipi.v4i2.21401
Source
https://journal.uny.ac.id/index.php/jipi/article/view/21401
Recommended Citation
Utaminingsih, R., Rahayu, A., & Andini, D. W. (2018). Pengembangan RPP IPA sekolah dasar berbasis problem-based learning untuk siswa learning disabilities. Jurnal Inovasi Pendidikan IPA, 4(2), 191-202. https://doi.org/10.21831/jipi.v4i2.21401
References
Aikenhead, G. S., & Jegede, O. J. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36(3), 269-287.
Ak?noğlu, O., & Tandoğan, R. Ö. (2007). The effects of problem-based active learning in science education on students' academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 71-81. Retrieved from http://www.ejmste.com/The-Effects-of-Problem-Based-nActive-Learning-in-Science-nEducation-on-Students-Academic-nAchievement-Attitude-and-Concept-nLearning,75375,0,2.html
Al-Tabany, T. I. B. (2014). Mendesain model pembelajaran inovatif, progresif, dan kontekstual. Jakarta: Prenadamedia Group.
Bryan, T., Burstein, K., & Ergul, C. (2004). The social-emotional side of learning disabilities: A science-based presentation of the state of the art. Learning Disability Quarterly, 27, 45-51.
Carin & Sund. (1980). Teaching science through discovery. London: Charles E Merril.
Chiappetta, E. L., & Koballa, T. R. (2010). Science instruction in the middle and secondary schools: Developing fundamental knowledge and skills. New York: Allyn & Bacon.
Dolmans, D. H. J. M., De Grave, W., Wolfhagen, I. H. A. P., & van der Vleuten, C. P. M. (2005). Problem-based learning: future challenges for educational practice and research. Medical Education, 39(7), 732-741. https://doi.org/10.1111/j.1365-2929.2005.02205.x
Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39-72.
DeGraaff, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal Engineering Eduaction, 19(5), 657-662.
Fithriyyati, N., & Maryani, I. (2018). Science lesson plan evaluation for 7th grade secondary school: A learning process reflection. Psychology, Evaluation, and Technology in Educational Research, 1(1), 9-18. doi:http://dx.doi.org/10.26486/petier.v1i1.17
Hallahan, D. P., Kauffman, J. M., & Lloyd, J. (1999). Introduction to learning disabilities. Allyn and Bacon.
Harwell, J. M. (2001). Information & materials for LD. New York: The Center of Apllied Research in Education.
Haryono, H., Syaifudin, A., & Widiastuti, S. (2015). Evaluasi pendidikan inklusif bagi anak berkebutuhan khusus (ABK) di Provinsi Jawa Tengah. Jurnal Penelitian Pendidikan. 32(2). 119-126.
Hidayati, S. U. (2013). Pelaksanaan pembelajaran IPA untuk siswa tuna grahita di SD N Jatisarono dan SDLB PGRI Nanggulan desa Jatisarono kecamatan Nanggulan kabupaten Kulonprogo Yogyakarta Tahun Pelajaran 2012/2013: Skripsi. Yogyakarta: FST UIN Sunan Kalijaga.
Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-Based Learning, 1(1), 21-39. Retrived from https://doi.org/10.7771/1541-5015.1004
Holbrook, J., & Rannikmae, M. (2007). The Nature of science education for enhancing scientific literacy. International Journal of Science Education, Taylor Francis (Routledge), 29(11),1347-1362.
Huda, M. (2013). Model-model pengajaran dan pembelajaran. Yogyakarta: Pustaka Pelajar.
Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don't say. Journal of Learning Disabilities, 33(3), 239-256. https://doi.org/10.1177/002221940003300303
Kolodner, J.L., Camp, P.J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., "¦ & Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design„¢ into practice. Journal of the Learning Sciences, 12(4), 495-547. Retrived from http://dx.doi.org/10.1207/S15327809JLS1204_2
Lerner, J. (2000). Learning disabilities-9th Edition, Boston: Houghton Mifflin Company.
Mastropieri, M. A., & Scruggs, T. E. (2005). Feasibility and consequences of response to intervention: Examination of the issues and scientific evidence as a model for the identification of individuals with learning disabilities. Journal of Learning Disabilities, 38(6), 525-531.
Nesari, A.J., & Heidari M. (2014). The important role of lesson plan on educational achievement of Iranian EFL teachers' attitudes. International Journal of Foreign Language Teaching & Research, 3(5), 25-31.
Pusat Kurikulum. (2007). Panduan pengembangan pembelajaran IPA terpadu. Jakarta: Balitbang Depdiknas
Rahmayanti, A. (2015). Layanan guru bagi siswa lamban belajar di kelas IV sekolah dasar negeri Gadingan Wates, Skripsi. Yogyakarta: FKIP UNY.
Sanjaya, W. (2011). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana.
Savery, J. R. (2006). Overview of problem-based learning: Deï¬nitions and distinctions. The Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20.
Sesiorina, S. (2014). The analysis of teachers' lesson plan in implementing theme-based instruction for teaching English to young learners. Journal of English and Education, 2(1), 84-95.
Thiagarajan, S., Semmel, D.S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children. Indiana: Indiana University.
Trianto. (2007). Model pembelajaran terpadu. Jakarta: Prestasi Pustaka Publisher.
Shen, J., Poppink, S., Cui, Y., & Fan, G. (2007). Lesson planning: A practice of professional responsibility and development. Educational horizons, 85(4), 248-258.
Sukardjo. (2012). Buku pegangan kuliah (BPK) problem kurikulum dan pembelajaran sains (untuk kalangan sendiri). Yogyakarta: Program S2 Pendidikan Sains Pascasarjana UNY.
Utaminingsih, R. (2015). Profil pembelajaran IPA di SD Taman Muda se Kota Yogyakarta, Laporan Penelitian Dosen Pemula. Yogyakarta: LP2M Universitas Sarjanawiyata Tamansiswa.
Samatowa, U. (2011). Pembelajaran IPA di Sekolah Dasar. Jakarta: Indeks.
Susilo, A.B. (2012). Pengembangan model pembelajaran IPA berbasis masalah untuk meningkatkan motivasi belajar dan berpikir kritis siswa SMP. Journalof Primary Educational, 1(1), 57-63.
Vaughn, S., & Schumm, J. S. (1995). Responsible inclusion for students with learning disabilities. Journal of Learning Disabilities, 28(5), 264-270.