Analisis dan Rekonstruksi Lembar Kerja Peserta Didik Indra Pengecap Berbasis Diagram Vee

(Analysis and Reconstruction of Tastebuds Student Worksheets Based on the Vee Diagram)

Authors

  • Ramadhayanti Ramadhayanti Universitas Pendidikan Indonesia
  • Sri Anggraeni Universitas Pendidikan Indonesia
  • Bambang Supriatno Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.22437/bio.v6i2.9441

Abstract

Student worksheets are often used as practical guide to direct students in carrying out laboratory activities. Therefore, the quality of student worksheet will highly determine the quality of experience and understanding of students obtained from a laboratory activity. This study aims to explain the results of the analysis, testing, and reconstruction of the tastebuds student worksheets created to fulfill the basic competencies in National Curriculum 2006 and 2013. The research method used was qualitative descriptive method and the sample were 12 student worksheets selected using a total sampling technique. The research instruments used were conceptual analysis rubric, procedural analysis rubric, and knowledge construction rubric based on the Vee Diagram adapted from Novak & Gowin (1984). The results showed that conceptually the student worksheets analyzed did not contain knowledge and skills according to curriculum. Procedurally, most of the laboratory activities in student worksheets were still not relevant with the objectives and basic competencies in curriculum. In terms of knowledge construction, almost all of the student worksheets have a complete Vee Diagram components, although with differences in quality of each component. Based on the problems found, the tastebuds student worksheets require a reconstruction for the conceptual, procedural, and knowledge construction aspects. 

Abstrak. Lembar Kerja Peserta Didik (LKPD) seringkali digunakan sebagai panduan untuk mengarahkan peserta didik dalam melaksanakan kegiatan praktikum. Oleh karenanya, kualitas LKPD akan sangat menentukan kualitas pengalaman dan pemahaman peserta didik yang diperoleh dari suatu kegiatan praktikum. Penelitian ini bertujuan untuk menjelaskan hasil analisis, uji coba, dan rekonstruksi terhadap LKPD Indra Pengecap yang disusun untuk memenuhi tuntutan kompetensi dasar di Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006 dan Kurikulum 2013. Metode penelitian yang digunakan adalah metode deskriptif kualitatif dengan sampel penelitian berjumlah 12 LKPD yang dipilih dengan menggunakan teknik total sampling. Instrumen penelitian yang digunakan adalah rubrik analisis konseptual, rubrik analisis prosedural, dan rubrik analisis konstruksi pengetahuan yang terdiri dari rubrik kelengkapan komponen LKPD dan rubrik penskoran komponen LKPD berdasarkan Diagram Vee yang diadaptasi dari Novak & Gowin (1984). Hasil penelitian menunjukkan bahwa secara konseptual LKPD Indera Pengecap yang dianalisis belum memuat konten dan melatih kompetensi yang sesuai dengan tuntutan kurikulum. Secara prosedural, sebagian besar kegiatan praktikum di LKPD Indera Pengecap masih belum relevan dengan tujuan praktikum dan kompetensi dasar di kurikulum. Dari segi konstruksi pengetahuan, hampir seluruh LKPD Indra Pengecap memiliki komponen Diagram Vee lengkap, meskipun dengan kualitas komponen yang berbeda-beda. Berdasarkan permasalahan-permasalahan yang ditemukan, maka LKPD Indra Pengecap memerlukan rekonstruksi dari sisi konseptual, prosedural, maupun konstruksi pengetahuan.

Downloads

Download data is not yet available.

References

Alvarez, M. C., & Risko, V. J. (2007). The Use of Vee Diagrams With Third Graders As A Metacognitive Tool For Learning Science Concepts. Teaching and Learning Faculty Research, 1–19. https://digitalscholarship.tnstate.edu/teaching/5.
Andriana, E., Vitasari, M., Oktarisa, Y., & Damayanti, D. C. (2017). Pengembangan Lembar Kerja Siswa (LKS) Berbasis Kearifan Lokal pada Mata Pelajaran IPA. Prosiding Seminar Nasional Inovasi Pendidikan, 318–325.
Banu, M. S. (2011). The Role of Practical Work in Teaching and Learning Physics at Secondary Level in Bangladesh [University of Canterbury]. http://hdl.handle.net/10092/6291
Calais, G. J. (2009). The Vee Diagram as a Problem Solving Strategy: Content Area Reading/Writing Implications. National Forum Teacher Education Journal, 19(3), 1–8.
Dewi, R., Budiarti, R. S., & Aina, M. (2017). Pengembangan lembar kegiatan peserta didik (lkpd) bermuatan pendidikan karakter dengan model pembelajaran guided inquiry pada materi bakteri bagi siswa kelas x sekolah menengah atas. BIODIK, 3(1), 17-26. https://doi.org/10.22437/bio.v3i1.4878
Ezrailson, C. M. (2013). Danger in the School Science Lab: Are Students at Risk? Proceedings of the South Dakota Academy of Science, 149–164.
Festile, R. M. (2017). The Influence of Practical Work in the Teaching and Learning of Acids, Bases, and Neutrals in Natural Sciences [University of the Western Cape]. http://hdl.handle.net/11394/5921
Holman, J. (2017). Good Practical Science.
Koirala, K. P. (2019). Effectiveness of Practical Work on Students’ Achievement in Science at Secondary Level in Gorkha District Nepal. Journal of Advances in Education Research, 4(4), 139–147. https://doi.org/10.22606/jaer.2019.44001
Millar, R. (2004). The Role of Practical Work in The Teaching and Learning of Science.
Millar, R., & Abrahams, I. (2009). Practical Work: Making It More Effective. School Science Review, 91(334), 59–64.
Normarita, F. I., Nyeneng, I. D. P., & Ertikanto, C. (2015). Pengembangan LKS dengan Scientific Approach untuk Meningkatkan Keterampilan Berpikir Kreatif Siswa. Jurnal Pembelajaran Fisika, 3(3), 43–52.
Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge University.
Ramadhayanti, Soesilawaty, S. A., & Nuraeni, E. (2020). Analisis Kualitas Struktur dan Keberadaan Literasi Kuantitatif pada Lembar Kerja Peserta Didik Biologi SMA. Assimilation: Indonesian Journal of Biology Education, 3(25–33). https://doi.org/https://doi.org/10.17509/aijbe.v3i1.23312
Sadikin, A., Kamid, K., & Hariyadi, B. (2013). Profil Berpikir Kritis Mahasiswa Tipe Phlegmatis dalam Pemecahan Masalah Biologi. Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 2(2).
https://doi.org/10.22437/jmpmipa.v2i2.1670.
Sani, S. S. (2013). Teacher’s Purposes and Practices in Implementing Practical Work at the Lower Secondary School Level. Procedia-Social and Behavioral Sciences, 1016–1020. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.01.338
Society of Biology. (2010). The Importance of Practical Biology: from School to Higher Education.
Sadikin, A., & Hakim, N. (2017). DASAR DASAR DAN PROSES PEMBELAJARAN BIOLOGI. Jambi: FKIP Universitas Jambi Press.
Sugiyono. (2012). Memahami Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Supriatno, B. (2007). Profil Lembar Kegiatan Biologi Siswa Sekolah Menengah. Proceding Seminar Nasional Jurusan Pendidikan Biologi.
Supriatno, B. (2013). Pengembangan Program Perkuliahan Pengembangan Praktikum Biologi Sekolah Berbasis ANCORB untuk Mengembangkan Kemampuan Merancang dan Mengembangkan Desain Kegiatan Laboratorium. http://repository.upi.edu/id/eprint/3661
Supriatno, B., Rustaman, N., Redjeki, S., & Sudargo, F. (2009). Uji Langkah Kerja Laboratorium Biologi Sekolah. Prosiding Seminar Nasional Jurusan Pendidikan Biologi.
Taslidere, E. (2013). The Effect of Concept Cartoon Worksheets on Students’ Conceptual Understandings of Geometrical Optics. Education and Science, 38(167), 144–161.
Wahidah, N. S., Supriatno, B., & Kusumastuti, M. N. (2018). Analisis Struktur dan Kemunculan Tingkat Kognitif pada Desain Kegiatan Laboratorium Materi Fotosintesis. Assimilation: Indonesian Journal of Biology Education, 1(2), 70–76. https://doi.org/https://doi.org/10.17509/aijbe.v1i2.13050
Winarni, A. (2017). UPAYA MEMPERKUAT KARAKTER ILMIAH DAN KEMAMPUAN AKADEMIK PESERTA DIDIK SMAN TITIAN TERAS PROVINSI JAMBI MELALUI PEMBELAJARAN DISCOVERY LEARNING. BIODIK, 3(1), 45-52. https://doi.org/10.22437/bio.v3i1.4882

Downloads

Published

— Updated on 2020-06-28

How to Cite

Ramadhayanti, R., Anggraeni, S., & Supriatno, B. . (2020). Analisis dan Rekonstruksi Lembar Kerja Peserta Didik Indra Pengecap Berbasis Diagram Vee: (Analysis and Reconstruction of Tastebuds Student Worksheets Based on the Vee Diagram). BIODIK, 6(2), 200-213. https://doi.org/10.22437/bio.v6i2.9441

Issue

Section

Articles

Most read articles by the same author(s)

1 2 3 4 > >>