Jurnal Pembelajaran Sains http://journal2.
id/index.
ISSN: 2527-9157
VOLUME 8 NUMBER 2.
DECEMBER 2024
DEVELOPMENT OF PBL-BASED LKPD ON HUMAN DIGESTIVE SYSTEM
MATERIAL FOR GRADE Vi JUNIOR HIGH SCHOOL Risnada Adelia Andini1.
Indra Fardhani2*.
Erti Hamimi3 Department of Science Education.
State University of Malang.
Malang.
Indonesia.
Email : risnada.
2003516@students.
fmipa@um.
fmipa@um.
Abstract This study aimed to develop a Problem-Based Learning (PBL) based Learning Media LKPD for Digestive System material for Grade Vi Junior High School and to test the product's validity and practicality.
The PBL-based LKPD was expected to aid educators in the learning process.
This development research (R&D) employed the ADDIE model.
Research instruments included expert validation questionnaires for media and material experts, practitioner validation questionnaires given to junior high school science teachers .
, and readability test questionnaires given to Grade Vi students .
Data analysis used descriptive quantitative methods.
Results showed media validation at 95.
material validation at 87.
78%, practicality validation at 90.
16%, and readability tests averaged 84.
Thus, the PBLbased LKPD on the digestive system material was highly valid and practical for educational use.
Keywords: Learning Media.
LKPD.
PBL.
Digestive System
Received: 25 June 2024 | Revised: 27 August 2024 | Accepted: 30 September 2024
INTRODUCTION
The learning process involves teachers, students, and teaching materials within the educational scope.
In other words, the learning process is a study process supported by learning resources and instructional media to help students learn effectively (Rohmah, 2.
Consequently, educators need to innovate with teaching materials to enhance student understanding (Tiara et al.
, 2.
According to Faujiah et al.
, .
, some teaching materials that can support learning include modules, textbooks, videos.
CDs, and worksheets.
According to Tiara et al.
, .
, one of the most favored teaching materials in learning is the LKPD (Student Worksheet.
because it has a simpler structure compared to modules, making it easier to use.
Similarly.
Saleh & Mirna .
argue that LKPD (Student Worksheet.
are favored due to their simpler structure compared to modules.
The Student Worksheet is a compilation of pages containing summaries and questions that students must complete.
LKPD actively engages students, fostering interaction between teachers and students (Ariani & Meutiawati, 2.
Through LKPD, students can gain new knowledge with clear Thus, students can actively learn and find solutions to the problems presented in the LKPD (Rahmawati & Wulandari, 2.
In addition to learning media, the use of models and methods in teaching is also important for the success and quality of teaching and learning.
Thus, educators are required to wisely choose methods to ensure the teaching process is successful.
According to Yusuf .
, a learning model is a method applied by educators to engage with students during the learning process.
One example of a learning model is ProblemBased Learning (PBL).
Problem-Based Learning (PBL) is a student-centered model enhancing critical thinking and real-life problem-solving skills (Yuniar et al.
, 2.
Through this learning model, students can develop their problem-solving skills, making this approach often associated with contextual problems.
Therefore, the problem-based learning model is very effective in training students' critical thinking abilities (Thahara et al.
Based on interviews with junior high school science teachers, it was found that the teaching and learning activities are still teacher-centered, with traditional lecture methods being applied.
Additionally, classroom learning activities only use textbooks, modules, and student worksheets (LKS), making the learning process tend to be passive and less attractive.
A fundamental problem found in student assignments is that they only use LKS containing questions, which makes the activities less interactive.
According to research conducted by Aini et al.
, .
, the use of LKS alone is insufficient for learning because it consists of questions without explaining the process of how to answer them.
One of the topics suitable for implementation in the Problem-Based Learning (PBL) model is the digestive system lesson because it aligns with learning outcomes, which involve analyzing the relationship Jurnal Pembelajaran Sains VO8.
NO.
between organ systems and their functions, as well as disorders related to digestion.
Based on the outlined learning outcomes, students are expected to be able to analyze and develop problem-solving skills related to digestive system issues.
This is consistent with Sanjaya & Ratnasari .
, who argue that the digestive system material is suitable for problem-based learning as it trains students to find solutions to problems.
Similarly, problems related to the digestive system are often linked to everyday life (Priyanti & Manuaba.
Based on interviews with junior high school science teachers, it was revealed that current teaching methods were mostly teacher-centered, utilizing textbooks and traditional worksheets, which resulted in passive learning.
This research aimed to develop PBL-based LKPD for the digestive system to address these issues and improve student engagement.
RESEARCH METHODOLOGY
This research was a type of Research and Development (R&D) aimed at creating a PBL-based LKPD to assist educators in teaching the Digestive System material.
The development follows the ADDIE model:
Analyze.
Design.
Develop.
Implement, and Evaluate.
The selection of the ADDIE model aligns with the theory of Angko and Mustaji as stated in (Safitri & Aziz, 2.
, which suggests that the ADDIE model provides a structured framework for the development of instructional interventions, including revision and evaluation at each stage.
Below is a diagram of the ADDIE model stages.
Figure 1.
Stages of the ADDIE Model Source: (Safitri & Aziz, 2.
The stages of development in this research include the Analyze stage, which involves analyzing the problems in the school regarding the teaching materials applied.
In this stage, information is collected about the issues that educators and students encounter so that the researcher can provide efficient solutions in developing the media intended for learning activities.
Next is the Design stage or product planning, which has been tailored to the Analysis stage, involving the determination of media, design, and colors.
Then, the Develop stage involves creating the designed media as predetermined and validated by expert instructors and readability tested on students.
The next stage is Implementation, which involves implementing the LKPD learning media involving students.
However, this research only goes up to the development stage.
therefore, the implementation stage is not carried out.
The final stage is Evaluation, which involves assessing and improving errors and feedback from validators aimed at refining the product used.
The subjects included science education lecturers, junior high school science teachers .
, and Grade Vi students .
who served as readability test respondents for the developed LKPD.
Data collected includes qualitative and quantitative data.
Qualitative data is obtained from the results of needs analysis interviews.
Meanwhile, quantitative data is obtained from the analysis of student needs, media validity test .
aterial and medi.
, media practicality tests, and media readability tests.
Below is the table of research techniques conducted.
Table 1.
Research Techniques Source: Personal Document .
Data Type Test Name Research Subject Analysis Method Technique Needs Analysis Interview 2 Junior High Descriptive Qualitative Test School Science Analysis Teachers Analysis Of 32 Grade Vi Quantitative Questionnaire Students Needs Students Risnada Adelia Andini.
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Media Validity Test Material Validity Test Media Practicality Test Expert Lecturer Expert Lecturer Statistical Analysis of Likert Scale 4 Junior High School Science Teachers Students 108 Grade Vi Readability Test Students Based On Table 1.
It Is Shown That There Are Six Tests In The Study That use interview and questionnaire techniques in data collection.
Similarly, the subjects and analysis methods vary according to the Below are the categories of product validity determined using the following reference.
Table 2.
Criteria for Validity Source: (Arikunto, 2.
Percentage (%) Crtieria for Validity 00 - 100.
Very Valid 00 - 80.
Valid 0 - 60.
Acceptably Valid 00 - 40.
Less Valid 00 - 20.
Very Invalid Based on the validity criteria presented in the table, the LKPD can be considered valid if the resulting percentage is Ou61%.
The validation results are then analyzed quantitatively in the form of numbers, expressed in percentages, and calculated based on Likert scale assessments as shown in Table 3.
Table 3.
Likert Scale Assessment Source: (Sugiyono, 2.
Assessment Score Strongly Agree Agree Disagree Strongly Disagree RESEARCH RESULTS AND DISCUSSION Needs Analysis The initial stage of this research involves conducting a needs analysis aimed at analyzing and determining the underlying problems for the development to be carried out.
This analysis is conducted by interviewing two junior high school science teachers.
Below is the table of results from the needs analysis interviews with Table 4.
Analysis of Teacher Needs Results Source: Personal Document .
No.
Answer to the Question The teaching materials that have been used are those tailored to the students' learning styles, namely videos, handouts, textbooks, and worksheets.
The teaching materials used are inadequate because the most frequently used material is the The method most frequently used in teaching is the lecture method to facilitate students' understanding of the material.
The challenge in teaching the digestive system is with the material on digestive system disorders due to the lack of real-life examples.
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Highly interested in developing PBL-based worksheets to add variety to teaching materials and to train students' critical thinking skills.
Based on the needs analysis results, it is evident that the development of problem-based learning media (LKPD) is highly promising.
This is because current learning activities are teacher-centered with traditional lecture methods, resulting in low student engagement.
According to Assyifa et al.
, .
, teacher-centered learning can make students passive as they are not given enough opportunities to express their opinions.
Furthermore, instructional materials currently used such as textbooks, modules, and worksheets only contain exercises, which makes learning less effective.
This aligns with the statement that worksheets containing only brief material and exercises can hinder students' comprehension and are thus considered ineffective.
However, integrating problem-based learning models can make these instructional materials more effective and efficient in teaching (Sujarwo, 2.
Besides the analysis of teacher needs, a student needs analysis was conducted for the development of PBL-based LKPD using a student needs questionnaire.
Table 4.
Analysis of Students Needs Results Source: Personal Document .
No.
Answer to the Question Students often experience difficulties in learning science, particularly on the topic of the digestive Students use worksheets (LKS) and textbooks in their learning.
Students prefer learning using print-based media.
Students need alternative teaching materials that can support the learning process of science, especially on the topic of the digestive system.
Based on the student needs analysis, it is evident that students experience difficulties in learning the digestive system material because the teaching materials used in learning are insufficiently supportive, as they only contain material and practice questions.
This is consistent with the statement that teaching materials that only include content that does not align well with the curriculum implemented in schools result in suboptimal learning and make it difficult for students to understand the material (Wahdah, 2.
Additionally.
Alim, .
also argues that the use of teaching materials can be optimized if the teaching methods used are also enjoyable, which can facilitate students' understanding.
Based on the results obtained, it can be seen that students prefer learning using print-based teaching This is because print-based materials make it easier for students to work on questions directly on the provided sheets and make notes on the materials (Puspitasari, 2.
However, according to Magdalena et , .
, the use of print-based teaching materials also has drawbacks, such as the inability to display videos or animations, though this can be addressed by adding barcodes for accessing videos.
LKPD teaching materials with the PBL method are an example of materials that can aid student understanding and prevent boredom.
This is because these LKPD are equipped with videos, pictures, and experiments that support the learning material (Lestari & Suyoso, 2.
Validation of Problem-Based Learning (PBL) Based LKPD The stage after product development involves validation by subject matter experts and media experts in science education at Universitas Negeri Malang.
The validation data results from these subject matter and media experts are as follows.
Table 6.
Data Obtained from Media Expert Validation Source: Personal Document .
Evaluation Aspect Avarage Score (%) Didactic Aspects The cover design of the PBL-based LKPD is attractive.
The use of fonts and typography The presentation of the PBL-based LKPD is appealing.
The layout of text and images The images presented are effective in conveying messages about the learned material.
Both the design and layout of each page in the PBL-based LKPD are appealing and enhance reading interest.
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Typography of sentences and content in the PBL-based LKPD Average score for each aspect Language Aspects The use of language is adjusted to the students' intellectual level.
The sentences used are easy for students to grasp.
The language used in the instructions of the LKPD is clear and The LKPD uses communicative language effectively.
The language in the LKPD is not ambiguous.
Average score for each aspect Constructive Aspects The problem syntax in the LKPD on the human digestive system topic is clear.
The problem-based LKPD organizes the content of each chapter The questions presented can be answered through processing various There are adequate sections for filling in answers, providing flexibility for students.
There are clear and beneficial objectives for the students.
There is a column for student identification in the LKPD.
News discourse can be developed with various presentations of Average score for each aspect Average Criteria for Validity 92,86 92,86 95,24 Very Valid Table 7.
Data Obtained from Materr Expert Validation Source: Personal Document .
Evaluation Aspect Avarage Score (%) Didactic Aspects The concept of the material presented aligns with the Learning Outcomes and learning objectives that are easily understood in the topic of the human digestive system.
All the material presented comprehensively covers the content of the digestive system, complete and suitable for the eighth-grade level in middle school education.
The learning activities in the PBL-based LKPD aim to train students' critical thinking skills.
The accuracy of the material or discourse presented is appropriate and easy to understand.
The depth of the material corresponds to the students' learning outcomes in the Merdeka Curriculum.
The development of concepts related to daily life The completeness of concepts regarding the digestive system The novelty of the digestive system material aligns with advancements in scientific knowledge.
The material and issues presented about the digestive system are relevant, connecting factual information with concepts.
Average score for each aspect
80,56
Language Aspects Use of language adjusted to students' intellectual level Accuracy in using sentences that are easily understood by students Risnada Adelia Andini.
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Accuracy in using language in instructional activities, ensuring instructions are clear and comprehensible Clarity in the use of communicative language Clarity in language use that avoids ambiguity Average score for each aspect
95,00
Average 87,78 Criteria for Validity Very Valid In practicality validity conducted by middle school science teachers .
= .
, the results of the practicality validation data for the PBL-based LKPD are as follows.
Table 8.
Practicality Validation Results Source: Personal Document .
Evaluation Aspect
Avarage Score (%) Cover
Arrangement of layout elements with an attractive cover design
87,50
Clarity of text with appropriate font style and size
87,50
Avoidance of excessive use of different font combinations 87,50 Eye-catching image display and cover colors that capture attention Average score for each aspect
90,63
Contents Font size and style in the worksheet (LKPD) are easy to read
93,75
The images in the worksheet are appropriate for the digestive system
87,50
The color scheme in the worksheet (LKPD) 93,75 The language used in the worksheet (LKPD) is simple and easy to 93,75 Instructions for using the worksheet (LKPD) are sequential and easy 87,50 to understand
Layout arrangement in each worksheet (LKPD) is attractive 93,75 Average score for each aspect
91,67
Subject Matter
The material concept presented aligns with Learning Outcomes and 93,75 learning objectives that are easily understood in the topic of the human digestive system
The content in the LKPD is relevant to the learning objectives that 87,50 students need to master
The accuracy of the material or discourse presented is appropriate 87,50 and easy to understand
Learning activities in the PBL-based LKPD aim to train students' 87,50 critical thinking skills The developed concepts relate to daily life
93,75
The completeness of concepts regarding the digestive system
87,50
The novelty of the digestive system material aligns with 87,50 advancements in scientific knowledge The material and issues presented about the digestive system are 81,25 relevant, connecting factual information with concepts Learning activities using PBL-based LKPD can help students 87,50 develop critical thinking skills Average score for each aspect
88,19
Average 90,16 Criteria for Validity Very Valid The readability test was conducted with eighth-grade middle school students .
= .
The results and analysis of the students' readability test data on the developed LKPD are presented in the following table.
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Table 9.
Student Readability Test Results Source: Personal Document .
Evaluation Aspect
Avarage Score (%) Content Aspects I feel that the learning objectives in the LKPD are clear
84,72
I feel that the stories or phenomena in the LKPD often occur in daily 80,56 I feel that the questions in the LKPD are easy to understand
80,32
I feel that the instructions in the LKPD are clear and easy to 82,41 I feel that this LKPD can train critical thinking skills 83,56 Average score for each aspect
82,31
Language Aspects I feel that the sentences used in the LKPD are easy to understand
83,33
I feel that the language used in the LKPD is clear and easy to 85,65 Average score for each aspect
84,49
Utilization Aspects I feel that the LKPD is easy to use in learning I feel that this LKPD is engaging and not boring in learning 81,25 I feel that having this LKPD makes it easier to understand the 81,02 Average score for each aspect
87,42
Presentation and Graphic Design Aspects The LKPD includes subjects, topics, subtopics, and time allocation 81,25 The LKPD includes identification such as name, attendance number, 86,11 and class
I feel that the presented images can facilitate and clarify 86,57 understanding in the LKPD
I feel that the appearance of the LKPD is visually appealing 81,71 I feel that the answer columns and tables in the LKPD make it easier
82,41
to write answers Average score for each aspect
83,61
Average 84,46 Criteria for Validity Very Valid Validation Result: media validation averaged 95.
24%, indicating high validity.
Regarding the didactic aspect of images, expert lecturers commented that relevant images or illustrations could be added to the LKPD (Student Workshee.
to foster students' desire to learn.
This aligns with the statement that the appearance of images in the LKPD is very important because students are attracted to the visuals rather than the content (Widjajanti, 2.
Furthermore, for the sub-topics on nutrition and disorders of the digestive system, discussions or news articles could be added to help students understand the issues presented.
Material validation averaged 87.
78%, also indicating high validity.
The validation expert provided feedback on the accuracy of the concept, suggesting that the definition of the digestive system in the sentence Authe process of breaking down food into smaller nutrientsAy is incomplete and needs to be revised according to Rohmah & Roviati, .
, which states Authe process of breaking down complex molecules into simple molecules so they can be absorbed by the digestive tract.
Ay Additionally, the expert validator also commented that the didactic aspect of the completeness of the material on the digestive system is lacking because the developed LKPD only contains questions and not content like a handout or module.
Practicality validation by teachers averaged 90.
16%, which is considered very valid for application.
Practitioners provided feedback on the question.
AuHow often is it permissible to consume instant noodles and carbonated drinks,Ay suggesting it be revised because it may encourage students to consume these products.
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assessments of the students' findings.
This aligns with Nafiah .
, who states that educators act as facilitators by monitoring students' work and providing corrective evaluations on their investigations.
Additionally, the science teacher suggested that the poster on digestive disorders in the LKPD be replaced with a poster on how to overcome digestive system disorders or group presentations on different types of disorders.
Furthermore, the science teacher recommended that the implementation of the LKPD be continuous to support science learning in other topics.
The readability test with students averaged 84.
46%, which is considered very valid for use.
Regarding content, there were statements with relatively lower results compared to others, specifically the second statement with a result of 80.
56% and the third statement with 80.
This is due to a lack of discussion about phenomena in the LKPD that relate to the students' surroundings, making the presented phenomena seem unfamiliar to them.
Additionally, some instructions in the LKPD were unclear and difficult to understand.
This contradicts Sihombing & Widiastuti, .
, who state that instructions in the LKPD must be clear and easy to understand to avoid misunderstandings when completing the LKPD.
In terms of language, the average score for this aspect was 84.
49%, which is valid, indicating that the language and sentences used in the LKPD are easy to understand.
For the aspect of utilization, the average score for each aspect was 87.
42%, which is considered very valid.
This aligns with Prastowo .
, who states that one of the purposes of the LKPD is to facilitate students' understanding of the material provided by the teacher.
In terms of presentation and graphics, the average score for each aspect was 83.
61%, which is considered very valid.
This readability test is crucial in the development of a medium, as it helps describe students' perceptions of the developed product, ensuring it meets their needs in its use (Utami et al.
, 2.
Product Results Discussion The product resulting from this research is an LKPD (Student Workshee.
applied to the digestive system material.
The activities in this LKPD are based on problems occurring in the surrounding environment.
According to Gorghiu et al.
, .
, problems based on real life will motivate students to actively engage in analyzing the discussed issues.
This problem-based LKPD product is designed into three parts on the subtopics of nutrition, additives, and disorders in the digestive system.
On the first page, there is a cover tailored to the topic to be discussed, which can help students understand the topic being studied.
Additionally, the LKPD cover is designed with several images to attract students to study the material, and it includes student identification, the title, and subtopics.
Figure 2.
The Cover Display of the Student LKPD Source: (Personal document, 2.
On the second page, there are explanations about the use of worksheets (LKPD), learning outcomes, and learning objectives.
The purpose of this page is to inform students about how to use the worksheets, the learning outcomes they will achieve, and the learning objectives of the worksheets.
On the next page, there is an introduction containing a brief overview of the subject to be studied.
This is intended so that students can get an idea of the topics that will be covered in the worksheets.
The developed worksheets (LKPD) consist of five phases based on Arends .
statement, which involve directing the problem to students, organizing students to understand the problem and think about This includes supporting independent and group observations, developing and presenting solutions, as well as analyze and evaluate the problem-solving process.
In the first phase activities, problems are presented in the form of articles, discourse, and several questions related to the problems to be discussed.
The issues presented in each LKPD are as follows.
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Table 10.
Phenomena or Issues in LKPD Source: Personal Document .
No.
Illustration of Problem Based Learning (PBL) based LKPD Activities in Problem Based Learning (PBL) in LKPD In the nutrition subtopic, a problem is presented regarding foods labeled as natural and healthy, questioning whether they are truly healthy or not.
Phase 1 involves orienting students to the problem by presenting an article that provides an overview of the issue to be discussed.
Additionally, during this phase, the problem statement is formulated to spark Phase 2 focuses on organizing students for learning by directing them to gather in groups and prepare for their investigation.
Phase 3, which guides the investigation, involves researching to answer the questions posed by the problem statement.
This investigation includes examining the nutritional content and total calories found in packaging of foods labeled as healthy/natural.
Phase 4, centered on developing and presenting the work, involves recording observations in a table provided in the LKPD.
Phase 5, analyzing and evaluating the problem-solving process, includes discussing questions related to the issue.
Subsequently, conclusions are drawn based on the investigation of the problem.
In the LKPD for the subtopic of food additives, the problem presented concerns the potential danger of consuming instant noodles and soda simultaneously, which can lead to stomach ache.
Phase 1 involves orienting students to the problem by presenting an article that gives an overview of the issue to be discussed.
Additionally, a problem statement is provided during this phase to stimulate discussion.
Phase 2 focuses on organizing students for learning by directing them to gather in groups and prepare for their investigation.
Phase 3, which guides the investigation, involves researching to answer the questions posed by the problem statement.
This investigation includes examining the additives present in the packaging of instant noodles and canned soda, as well as investigating their functions and the impacts they have on the body.
Phase 4, centered on developing and presenting the work, involves recording observations in a table provided in the LKPD.
Phase 5, analyzing and evaluating the problem-solving process, includes discussing questions related to the issue.
Subsequently, conclusions are drawn based on the investigation of the problem.
This structured approach in the LKPD aims to engage students actively in understanding the potential risks associated with simultaneous Risnada Adelia Andini.
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consumption of instant noodles and soda, and to evaluate the findings In the LKPD for the subtopic of digestive disorders, a problem is presented involving a child suffering from gastritis due to frequent consumption of spicy foods.
Phase 1 involves orienting students to the problem by presenting an article and discourse that provide an overview of the issue to be discussed.
Additionally, a problem statement is provided during this phase to stimulate discussion.
Phase 2 focuses on organizing students for learning by directing them to gather in groups and prepare for their investigation.
Phase 3, which guides the investigation, involves researching to answer the questions posed by the problem statement.
This investigation includes studying references on a balanced and healthy diet to prevent gastritis, which are available in the form of videos and articles accessible via Phase 4, centered on developing and presenting the work, involves recording observations in a table provided in the LKPD.
Phase 5, analyzing and evaluating the problem-solving process, includes discussing the preparation and creation of a poster that will be presented.
This structured approach in the LKPD aims to engage students actively in understanding the causes and preventive measures of gastritis due to dietary habits, encouraging critical analysis and presentation skills.
The advantages of this problem-based LKPD development include adding variety to the teaching materials used by educators, who can now utilize not only worksheets or textbooks but also these problembased worksheets.
Additionally, the existence of these LKPDs transforms students from passive learners into active participants, as the learning process centers around the students, with the teacher acting as a facilitator who monitors their progress.
CONCLUSION AND RECOMMENDATIONS
Conclusion Based on the research results regarding the developed product, it can be concluded that the developed PBL-based LKPD for the digestive system material is highly valid and practical for educational use, with media validation at 95.
24%, material validation at 87.
78%, practicality at 90.
16%, and readability at 84.
Recommendation Future research should extend to the implementation stage of the ADDIE model to assess the LKPD's effectiveness in real classroom settings.
Additionally, developing PBL-based LKPD for other subjects could further enhance student engagement and learning outcomes.
ACKNOWLEDGEMENTS
The researcher would like to express gratitude to Mr.
Indra Fardhani.
Pd.
Sc.
Ph.
, and Ms.
Erti Hamimi.
Pd.
Sc.
, for their guidance and direction in this research.
The author also extends thanks to the school principal and the teachers of the Natural Sciences subjects who assisted and provided input throughout the research process.
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REFERENCES