PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK MATEMATIKA BERBASIS STEM (SCIENCE, TECHNOLOGY, ENGINNERING, MATHEMATICS) DI KELAS VI SD/MI

MARCELA, RINDI PERMATASARI (2024) PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK MATEMATIKA BERBASIS STEM (SCIENCE, TECHNOLOGY, ENGINNERING, MATHEMATICS) DI KELAS VI SD/MI. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian tentang pengembangan Lembar Kerja Peserta Didik Matematika Berbasis STEM (Science, Technology, Enginnering, Mathematics) di kelas VI SD/MI. Rumusan masalah ini adalah tentang bagaimana pengembangan Lembar Kerja Peserta Didik Matematika Berbasis STEM (Science, Technology, Enginnering, Mathematics) di kelas VI SD/MI?, bagaimana kelayakan Lembar Kerja Peserta Didik Matematika Berbasis STEM (Science, Technology, Enginnering, Mathematics) di kelas VI SD/MI?, dan bagaimana respon pendidik dan peserta didik tentang Lembar Kerja Peserta Didik Matematika Berbasis STEM (Science, Technology, Enginnering, Mathematics) di kelas VI SD/MI?. Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik (LKPD) berbasis STEM (Science, Technology, Engineering, and Mathematics) untuk mata pelajaran matematika di kelas VI SD/MI. Pengembangan LKPD ini dilakukan sebagai upaya untuk meningkatkan pemahaman konsep matematika dan keterampilan pemecahan masalah peserta didik melalui pendekatan integratif yang menggabungkan sains, teknologi, teknik, dan matematika. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE (Analyze, Design, Develop, Implement, Evaluate). Pada tahap pertama, Analyze, dilakukan analisis kebutuhan yang mencakup kajian literatur, wawancara dengan guru, dan observasi kelas untuk mengidentifikasi permasalahan dalam pembelajaran matematika. Hasil analisis menunjukkan adanya kebutuhan untuk materi pembelajaran yang lebih interaktif dan kontekstual untuk meningkatkan minat dan pemahaman siswa. Tahap kedua, Design, meliputi perancangan LKPD berbasis STEM yang disesuaikan dengan kurikulum nasional dan karakteristik siswa kelas VI. LKPD dirancang untuk mengintegrasikan elemen-elemen STEM secara holistik, mencakup aktivitas eksperimen, proyek, dan pemecahan masalah yang relevan dengan kehidupan sehari-hari siswa. Tahap ketiga, Develop, mencakup pembuatan prototipe LKPD dan validasi oleh ahli materi, ahli bahasa, ahli media pendidikan, dan guru. Validasi oleh ahli materi memperoleh skor 88,2%, validasi oleh ahli bahasa memperoleh skor 88,8%, validasi oleh ahli media memperoleh skor 87,6%, dan validasi oleh guru memperoleh skor 93,7%. Proses validasi ini melibatkan penilaian terhadap kelayakan isi, kesesuaian iii dengan kurikulum, dan efektivitas pedagogis. Revisi dilakukan berdasarkan umpan balik yang diperoleh dari validator. Tahap keempat, Implement, melibatkan uji coba LKPD di beberapa sekolah dasar untuk melihat penerimaan dan efektivitas awal. Uji coba skala kecil melibatkan 10 peserta didik dan memperoleh hasil positif dengan peningkatan pemahaman konsep sebesar 83,8%. Uji coba skala besar melibatkan 40 peserta didik dan juga menunjukkan peningkatan pemahaman konsep yang signifikan sebesar 85,1%. Data kualitatif dan kuantitatif dikumpulkan melalui observasi dan angket. Tahap terakhir, Evaluate, dilakukan evaluasi komprehensif terhadap hasil uji coba dan implementasi. Evaluasi ini mencakup analisis data untuk menentukan efektivitas LKPD dalam meningkatkan pemahaman konsep matematika dan keterampilan pemecahan masalah peserta didik. Selain itu, evaluasi juga mempertimbangkan umpan balik dari pendidik dan peserta didik terkait pengalaman mereka menggunakan LKPD berbasis STEM. Hasil penelitian menunjukkan bahwa LKPD berbasis STEM yang dikembangkan valid dan layak digunakan berdasarkan penilaian ahli serta respon positif dari peserta didik dan pendidik. Uji coba LKPD menunjukkan peningkatan yang signifikan dalam pemahaman konsep matematika dan keterampilan pemecahan masalah peserta didik. Selain itu, peserta didik juga menunjukkan minat yang lebih tinggi terhadap pelajaran matematika dan STEM secara umum. Dari hasil penelitian ini, disarankan agar pendidik mengintegrasikan LKPD berbasis STEM dalam pembelajaran matematika untuk meningkatkan kualitas pendidikan. Penelitian lanjutan juga diperlukan untuk mengevaluasi efektivitas jangka panjang dan pengembangan model pembelajaran yang lebih komprehensif, serta eksplorasi integrasi teknologi digital dalam LKPD berbasis STEM. Kata kunci: Lembar Kerja Peserta Didik (LKPD), STEM (Science, Technology, Enginnering, Mathematics) iv ABSTRACT Research on the Development of STEM-Based Mathematics Student Worksheets in Grade VI of Elementary/Madrasah Ibtidaiyah Schools. The research problem is formulated as follows: How is the development of STEM-Based Mathematics Student Worksheets (Science, Technology, Engineering, Mathematics) in Grade VI of Elementary/Madrasah Ibtidaiyah schools carried out?, How is the feasibility of these STEM-Based Mathematics Student Worksheets in Grade VI of Elementary/Madrasah Ibtidaiyah schools assessed?,What are the responses of educators and students towards the STEM-Based Mathematics Student Worksheets in Grade VI of Elementary/Madrasah Ibtidaiyah schools? This research aims to develop STEM-Based Mathematics Student Worksheets (LKPD) for Grade VI mathematics subjects in Elementary/Madrasah Ibtidaiyah schools? The development of these worksheets is an effort to enhance students' understanding of mathematical concepts and problem�solving skills through an integrative approach that combines science, technology, engineering, and mathematics. The research method used is Research and Development (R&D) with the ADDIE development model (Analyze, Design, Develop, Implement, Evaluate). In the first stage, Analyze, a needs analysis was conducted, including literature review, interviews with teachers, and classroom observations to identify issues in mathematics learning. The results of the analysis indicated a need for more interactive and contextual learning materials to boost students' interest and understanding. The second stage, Design, involves designing STEM-based LKPD that aligns with the national curriculum and the characteristics of Grade VI students. The LKPD is designed to holistically integrate STEM elements, including experimental activities, projects, and problem�solving relevant to students' daily lives. The third stage, Develop, includes the creation of the LKPD prototype and validation by subject matter experts, language experts, educational media experts, and teachers. Validation by subject matter experts achieved a score of 88.2%, validation by language experts achieved a score of 88.8%, validation by media experts achieved a score of 87.6%, and validation by teachers achieved a score of 93.7%. This validation process involved assessing the content feasibility, curriculum alignment, and pedagogical effectiveness. Revisions were made based on feedback v from validators. The fourth stage, Implement, involves testing the LKPD in several elementary schools to assess initial acceptance and effectiveness. A small-scale trial involving 10 students showed positive results with an 83.8% improvement in conceptual understanding. A large-scale trial involving 40 students also demonstrated a significant improvement in conceptual understanding at 85.1%. Qualitative and quantitative data were collected through observations and questionnaires. The final stage, Evaluate, involves a comprehensive evaluation of the trial results and implementation. This evaluation includes data analysis to determine the effectiveness of the LKPD in improving students' understanding of mathematical concepts and problem-solving skills. Additionally, the evaluation considers feedback from educators and students regarding their experiences using the STEM-based LKPD. The research results indicate that the developed STEM-based LKPD is valid and feasible based on expert assessments and positive responses from students and educators. The trials showed significant improvements in mathematical concept understanding and problem�solving skills among students. Moreover, students also exhibited a higher interest in mathematics and STEM subjects in general. Based on these research results, it is recommended that educators integrate STEM-based LKPD into mathematics instruction to enhance educational quality. Further research is also needed to evaluate long�term effectiveness and to develop more comprehensive teaching models, as well as to explore the integration of digital technology into STEM-based LKPD. Keywords: Student Worksheets (LKPD), STEM (Science, Technology, Engineering, Mathematics)

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