Development of Differentiated E-LKPD Integrated with PjBL-STEM to Improve Students Science Literacy

Authors

Annisa Silfiyani , Agus Suyatna , Abdurrahman

DOI:

10.29303/jppipa.v10i7.8347

Published:

2024-07-25

Issue:

Vol. 10 No. 7 (2024): July

Keywords:

Differentiated e-LKPD, PjBL-STEM, Science literacy

Research Articles

Downloads

How to Cite

Silfiyani, A., Suyatna, A., & Abdurrahman. (2024). Development of Differentiated E-LKPD Integrated with PjBL-STEM to Improve Students Science Literacy. Jurnal Penelitian Pendidikan IPA, 10(7), 4404–4411. https://doi.org/10.29303/jppipa.v10i7.8347
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Metrics

PDF views
173
Jul 25 '24Jul 28 '24Jul 31 '24Aug 01 '24Aug 04 '24Aug 07 '24Aug 10 '24Aug 13 '24Aug 16 '24Aug 19 '24Aug 22 '244.0
|

Abstract

This study aims to test the effectiveness of integrated differentiated PjBl-STEM e-LKPD to improve science literacy. This research method uses the ADDIE R&D model. Classes IX.A, IX.B, IX.C, and IX.D at SMPN 1 Tanjung Bintang became the research sample with purposive sampling. The data analysis technique used the independent sample t-test and ANOVA. Based on expert validation, the percentage of content suitability aspects was 96.42%, construction suitability 96.25% and readability 90%. The average percentage of teacher responses to the content aspect was 95%, readability 93.75%, and attractiveness 98.75%, as well as the results of observations of learning implementation 77.4%, and reflection questionnaires with high criteria. In addition, the percentage of student responses to the readability aspect was 86.25% and attractiveness 90%. Based on these results, the developed e-LKPD is valid and practical with a very high category. The results of the t-test stated that there was a significant difference in the average scientific literacy of students between the control and experimental classes. The results of the ANOVA test stated that there was no effect of using e-LKPD with visual, kinesthetic, and auditory learning styles in improving scientific literacy because the e-LKPD developed had accommodated the needs of all students.

References

Afifah, N. A., Ilmiyati, N., & Toto, T. (2019). Model Project Based Learning (PjBL) Terintegrasi STEM untuk Meningkatkan Penguasaan Konsep dan Aktivitas Belajar Siswa. Quagga: Jurnal Pendidikan dan Biologi, 11(2), 93. https://10.25134/quagga.v11i2.1910

Aprima, D., & Sari, S. (2022). Analisis Penerapan Pembelajaran Berdiferensiasi dalam Implementasi Kurikulum Merdeka pada Pelajaran Matematika SD. Cendikia: Media Jurnal Ilmiah Pendidikan, 13(1), 95-101. https://doi.org/10.35335/cendikia.v13i1.

Avivi, A. A., Pramadhitta, A. D., Rahayu, F. F., Saptariana, M., & Salamah, A. U. (2023). Implementasi Pembelajaran Berdiferensiasi dengan Model Project Based Learning pada Peserta Didik Sekolah Menengah Atas Kelas X pada Materi Bioteknologi. Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora, 3(3), 251-258. Retrieved from https://ejournal.penerbitjurnal.com/index.

php/humaniora/article/view/336

Azzahra, U., Arsih, F., & Alberida, H. (2023). The Effect of Project-Based Learning (PjBL) Learning Model on Students' Creative Thinking Skills in Biology Learning: Literature Review. BIOCHEPHY: Journal of Science Education, 3(1), 49-60. https://doi.org/10.52562/biochephy.v3i1.550

Barlian, U. C., Solekah, S., & Rahayu, P. (2022). Implementasi Kurikulum Merdeka dalam Meningkatkan Mutu Pendidikan. JOEL: Journal of Educational and Language Research, 1(12), 2105-2118. https://doi.org/10.53625/joel.v1i12.3015

Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017). Synthesizing Results from Empirical Research on Computer-Based Scaffolding in STEM Education: A Meta-Analysis. Review of Educational Research, 87(2), 309-344. https://doi.org/10.53625/joel.v1i12.3015

Branch, R. M. (2009). Instructional Design: The ADDIE Approach. New York: Springer.

Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. Arlington, Virginia: NSTA Press.

Creswell, J. W. (2017). Pendekatan Kualitatif, Kuantitatif dan Mixed: Research Design. Yogyakarta: Pustaka Pelajar.

Daryanto, D., & Karim, S. (2017). Pembelajaran Abad 21. Yogyakarta: Penerbit Gava Media.

Dewi, N. P. L. K., Astawan, I. G., & Suarjana, I. M. (2021). Perangkat Pembelajaran Pendekatan STEAM-PJBL pada Tema 2 Selalu Berhemat Energi. Jurnal Pedagogi dan Pembelajaran, 4(2), 222-232. https://doi.org/10.23887/jp2.v4i2.36725

Elisabet, E., Relmasira, S. C., & Hardini, A. T. A. (2019). Meningkatkan Motivasi dan Hasil Belajar IPA dengan Menggunakan Model Pembelajaran Project Based Learning (PjBL). Journal of Education Action Research, 3(3), 285-291. https://doi.org/10.23887/jear.v3i3.19448

Fadhilah, U., Azizah, M., Roshayanti, F., & Handayani, S. (2023). Analisis Model PJBL dalam Dimensi Kreatif Profil Pelajar Pancasila pada Peserta Didik Kelas IV SDN Pandean Lamper 04 Semarang. Jurnal Pendidikan dan Konseling (JPDK), 5(2), 4435-4440. https://doi.org/10.31004/jpdk.v5i2.14118

Haerani, S. A. S., Setiadi, D., & Rasmi, D. A. C. (2020). Pengaruh Model Inkuiri Bebas Terhadap Kemampuan Literasi Sains. Jurnal Pijar MIPA, 15(2), 140. https://doi.org/10.29303/jpm.v15i2.

Hidayatullah, A., Mulyani, S., & Munir, S. (2022). Validitas Aspek Kebahasaan dan Keterbacaan dalam Pengembangan Bahan Ajar MKWU Bahasa Indonesia Berbasis Kearifan Lokal. GERAM: Gerakan Aktif Menulis, 10(1), 134-140. https://doi.org/10.25299/geram.2022.vol10(1).9649

Hulu, G., & Dwiningsih, K. (2021). Validitas LKPD Berbasis Blended Learning Berbantuan Multimedia Interaktif untuk Melatihkan Visual Spasial Materi Ikatan Kovalen. UNESA Journal of Chemical Education, 10(1), 56-65. https://doi.org/10.26740/ujced.v10n1.p56-65

Husna, F. E., & Aini, F. Q. (2023). Perbedaan Hasil Belajar Siswa antara Pembelajaran Berdiferensiasi Proses Berdasarkan Kesiapan Belajar dengan Berdasarkan Gaya Belajar pada Materi Ikatan Kimia. Jurnal Pendidikan Tambusai, 7(2), 14189-14196. https://doi.org/10.31004/jptam.v7i2.8651

Kamal, S., & Qamaruzzaman, M. (2021). Implementasi Pembelajaran Berdiferensiasi dalam upaya Meningkatkan Aktivitas dan Hasil Matematika Siswa Kelas XI MIPA SMA Negeri 8 Barabai. Jurnal Pembelajaran dan Pendidik, 1(1), p.409651. Retrieved from https://www.researchgate.net/publication/356565585

Kimianti, F., & Prasetyo, Z. K. (2019). Pengembangan E-Modul IPA Berbasis Problem Based Learning untuk Meningkatkan Literasi Sains Siswa. Kwangsan: Jurnal Teknologi Pendidikan, 7(2), 91-103. http://doi.org/10.31800/jtp.kw.v7n2.p91--103

Nurlita, R. (2023). Pengembangan Lembar Kerja Peserta Didik Elektronik (E-LKPD) Berbasis STEAM (Science, Technology, Engineering, Arts, and Mathematics) pada Materi Makromolekul. FITK UIN Syarif Hidayatullah Jakarta. Retrieved from https://repository.uinjkt.ac.id/dspace/handle/123456789/68540

OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do, PISA. Paris: OECD Publishing.

OECD. (2023). PISA 2022 Assessment and Analytical Framework. Paris: OECD Publishing.

Priantari, I., Prafitasari, A. N., Kusumawardhani, D. R., & Susanti, S. (2020). Improving Students Critical Thinking Through STEAM-PjBL Learning. Bioeducation Journal, 4(2), 94-102. https://doi.org/10.24036/bioedu.v4i2.283

Saefullah, A., Suherman, A., Utami, R. T., Antarnusa, G., Rostikawati, D. A., & Zidny, R. (2021). Implementation of PjBL-STEM to Improve Students’ Creative Thinking Skills on Static Fluid Topic. JIPF (Jurnal Ilmu Pendidikan Fisika), 6(2), 149-157. http://dx.doi.org/10.26737/jipf.v6i2.1805

Srigati, E. (2020). Model Pembelajaran Berbasis Proyek (PjBL) Terintegrasi STEM untuk Meningkatkan Literasi Sains Siswa MTs pada Materi Sistem Organisasi Kehidupan. Wawasan: Jurnal Kediklatan Balai Diklat Keagamaan Jakarta, 1(2), 72-83. https://doi.org/10.53800/wawasan.v1i1.56

Sulistiani, S., Suyatna, A., & Rosidin, U. (2024). Differentiated Learning Assisted by Student Worksheets with STEM Content on Alternative Energy Materials to Improve Science Process Skills and Creative Problem Solving. Jurnal Penelitian Pendidikan IPA, 10(1), 385–395. https://doi.org/10.29303/jppipa.v10i1.5253

Sumantri, B. A. (2019). Pengembangan Kurikulum di Indonesia Menghadapi Tuntutan Kompetensi Abad 21. EL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam, 13(2), 146-167. https://doi.org/10.20414/elhikmah.v13i2.661

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Upper Saddle River, NJ: Pearson Education.

Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. San Fransisco: Jossey-Bass.

Wahyuningsari, D., Mujiwati, Y., Hilmiyah, L., Kusumawardani, F., & Sari, I. P. (2022). Pembelajaran Berdiferensiasi dalam Rangka Mewujudkan Merdeka Belajar. Jurnal Jendela Pendidikan, 2(04), 529–535. https://doi.org/10.57008/jjp.v2i04.301

Yusuf, M. (2023). Inovasi Pendidikan Abad-21: Perspektif, Tantangan, dan Praktik Terkini. Yogyakarta: Selat Media Patners.

Author Biographies

Annisa Silfiyani, University of Lampung

Agus Suyatna, University of Lampung

Abdurrahman, University of Lampung

License

Copyright (c) 2024 Annisa Silfiyani, Agus Suyatna, Abdurrahman

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).