Kania Nur Anggraeni, - (2025) PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK UNTUK MENSTIMULASI “GREEN BEHAVIOUR” PADA MATA PELAJARAN IPAS DENGAN MENERAPKAN HABIT 1: BE PROACTIVE. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Studi pendahuluan yang dilakukan peneliti menunjukkan bahwa buku sumber yang menjadi pegangan bagi peserta didik belumlah cukup untuk menstimulasi green behaviour. Padahal memiliki kesadaran dalam menjaga lingkungan merupakan hal yang penting demi kelangsungan kehidupannya kedepan. Penelitian ini bertujuan untuk merancang Lembar Kerja Peserta Didik yang menerapkan Habit 1 : Be Proactive untuk menstimulasi green behaviour peserta didik dengan menggunakan model dari Reeves dengan langkah: 1) identifikasi dan analisis praktis masalah, 2) perancangan solusi, 3) siklus berulang dalam pengujian dan penyempurnaan rancangan, 4) refleksi untuk menghasilkan prinsip-prinsip desain dan implementasi. Melalui serangkaian langkah tersebut, maka dihasilkan LKPD yang memiliki sstruktur sebagai berikut: (1) judul; (2) petunjuk belajar; (3) kompetensi dasar atau materi pokok; (4) informasi pendukung; dan (5) tugas atau langkah kerja. Peneliti melakukan validasi kepada beberapa ahli. Hasil dari validasi yang dilakukan oleh guru menunjukkan skor kelayakan 100% (sangat layak), 92% (sangat layak) dari ahli media, 75% (layak) dari ahli bahasa, 100% (sangat layak dari ahli materi IPAS yang menjadi validator aspek green behaviour peserta didik, dan mendapat skor 100% (sangat layak) dari ahli 7 Habit yang menjadi validator aspek habit 1: be proactive. Selain itu terbukti LKPD ini efektif menstimulasi green behaviour peserta didik. Produk yang diimplementasikan kepada 14 orang peserta didik di kelas 6 SD Avicenna Jagakarsa ini menunjukkan perbandingan rata-rata nilai pretest dan posttest yang meningkat. Yaitu rata-rata pretest 77,1 dan rata-rata posttest 92,7. Nilai rata-rata tes akhir peserta didik yang lebih besar daripada tes awal menjadikan LKPD ini dikatakan efektif menstimulai green behaviour peserta didik. Lebih lanjut peneliti melakukan penghitungan N-Gain yang kemudia didapat skor 55% yang berarti peningkatan hasil belajar peserta didik sebagai efek dari uji coba produk adalah sedang. Namun selain menyediakan LKPD ini selama proses implementasi guru juga perlu mengondisikan kondisi pembelajaran dengan sedemikian rupa sehingga green behaviour peserta didik dapat terlihat.
A preliminary study conducted by the researcher showed that the source books used as a reference for students were not enough to stimulate green behavior. In fact, having awareness in protecting the environment is important for the sustainability of their lives in the future. This study aims to design a Student Worksheet that implements Habit 1: Be Proactive to stimulate green behavior in students using the Reeves model with the following steps: 1) Identification and practical analysis of problems, 2) Designing Solutions, 3) Repeated cycles in testing and refining the design, 4) Reflection to produce design and implementation principles. Through a series of these steps, the LKPD is produced with the following structure: (1) title; (2) learning instructions; (3) basic competencies or main material; (4) supporting information; and (5) tasks or work steps. The researcher validated it with several experts. The results of the validation conducted by the teacher showed a feasibility score of 100% (very feasible), 92% (very feasible) from media experts, 75% (feasible) from language experts, 100% (very feasible from the science and science material experts who were validators of the green behavior aspect of students, and got a score of 100% (very feasible) from the 7 Habit experts who were validators of habit aspect 1: be proactive. In addition, this LKPD was proven to be effective in stimulating the green behavior of students. The product implemented to 14 students in grade 6 of Avicenna Jagakarsa Elementary School showed an increasing comparison of the average pretest and posttest scores. Namely, the average pretest was 77.1 and the average posttest was 92.7. The average final test score of students was greater than the initial test, making this LKPD said to be effective in stimulating the green behavior of students. Furthermore, the researcher calculated the N-Gain which then obtained a score of 55% which means that the increase in student learning outcomes as an effect of the product trial was moderate. However, in addition to providing this LKPD, during the implementation process, teachers also need to condition the learning conditions in such a way that the green behavior of students can be seen.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=en ID SINTA Dosen Pembimbing: Ghullam Hamdu: 5994188 Dian Indihadi: 6014404 |
| Uncontrolled Keywords: | Krisis Energi, Pembelajaran IPAS SD, Green Behaviour, Be Proactive, Design Based Research Energy Crisis, Elementary School Science Learning, Green Behaviour, Be Proactive, Design Based Learning |
| Subjects: | L Education > L Education (General) |
| Divisions: | UPI Kampus Tasikmalaya > PGSD S2 UPI Kampus Tasikmalaya |
| Depositing User: | Kania Nur Anggraeni |
| Date Deposited: | 02 Jun 2025 06:30 |
| Last Modified: | 02 Jun 2025 06:30 |
| URI: | http://repository.upi.edu/id/eprint/133461 |
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