Student Worksheet

Dengan memanjatkan puja syukur kehadirat Tuhan Yang Maha Esa yang telah memberikan kesempatan terhadap penyusun sehingga dapat menyelesaikan LKPD Discussion Activity Berbasis PEKA pada Materi Pokok Gerak Lurus untuk peserta didik di Sekolah Menengah Atas (SMA) dan Madrasah Aliyah (MA). LKPD ini mempunyai tujuan untuk mengarahkan peserta didik dalam kegiatan diskusi kelompok serta untuk mengetahui keterampilan proses dan pemahaman konsep peserta didik terhadap materi gerak lurus. LKPD ini memuat delapan keterampilan proses antara lain, SPS 1 (mengamati), SPS 2 (mengklasifikasi), SPS 3 (mengukur dan menggunakan angka), SPS 4 (menyimpulkan), SPS 8 (menafsirkan data), SPS 9 (mendefinisikan secara operasional), SPS 10 (mengendalikan variabel), SPS 12 (mengadakan eksperimen) terhadap materi gerak lurus. Adanya keterangan keterampilan proses yang diukur dalam setiap butir soal dalam LKPD dapat memudahkan guru dalam menilai keterampilan proses peserta didik. LKPD ini juga memuat soal pemahaman konsep untuk mengetahui pemahaman konsep peserta didik pada materi gerak lurus.

In this worksheet, students will match the characteristics of the alphabet to each of the seasons and gain a better understanding of what makes a season unique. 

By gaining a better understanding of the weather, it helps in predicting future climate changes. In other words, observing the weather allows us to better estimate how much rain or snow will fall next season, as well as how hot or cold it will be.

Skills Learned: A better understanding of the seasons so that students can distinguish between them more easily, more knowledge to possibly apply the concept to other topics, develop reading skills, with more knowledge they can better imagine the different seasons and a better understanding of how animals adapt to each season.
Intended Grade Level: Grade 1
Subject: Science, Physics

Credits:
Writer - Josephine Lityo
Editors - Fay A.K. and Stella I.W.
Layout - Stevie A.
Illustrator - Angie

This research was motivated by the absence of Worksheet Students that support learning Integrated Sciences on the theme of the sense of hearing and sonar systems in living things. This research aims to develop, test feasibility, knowing student’s responses, and describes the characteristics of Worksheet Students (LKPD) Integrated Science-based guided inquiry that integrates character education through the Four Steps Teaching Material Development (4S TMD).
The Stages of Research and Development (R&D) was the selection process, structure, characterization, and didactic reduction. Based on the due diligence of products, namely the feasibility of the content, presentation, language, and graphic feasibility, LKPD categorized as "Very Decent". Characteristics include proximity LKPD developed the theme of teaching with everyday life learners, LKPD conformity with National Education Standards and LKPD characteristics that support character education. Response learners to LKPD categorized as "Very Good". The products of this research is in the form of Worksheet Students with themes sonar system in living organisms based guided inquiry and integrated character education.

Keywords: Worksheet Students, Learning Integrated Science, Guided Inquiry, Character Education

Intisari-Penelitian ini bertujuan untuk: (1) menghasilkan produk LKPD bentuk Discussion Activity berbasis PEKA yang layak untuk proses pembelajaran fisika pada pokok bahasan gerak lurus, dan (2) mengetahui ketercapaian keterampilan proses dan penguasaan konsep peserta didik menggunakan LKPD bentuk Discussion Activity berbasis PEKA pada pokok bahasan gerak lurus. Penelitian ini merupakan penelitian pengembangan (R&D) dengan model 4-D menurut Thiagarajan dan Semmel (1974:5). Tahap define merupakan tahap awal untuk mendefinisikan permasalahan. Tahap design dilakukan dengan mengembangkan rancangan awal LKPD Discussion Activity dan instrumen penelitian. Tahap develope dilakukan untuk menghasilkan LKPD Discussion Activity yang layak serta untuk mengetahui tingkat keterampilan proses dan pemahaman konsep peserta didik. Kelayakan LKPD Discussion Activity dilihat dari skor validitas CVI hasil validasi oleh validator, skor reliabilitas ICC dan PA serta skor CVI hasil respon peserta didik. Tingkat keterampilan proses dilihat dari pekerjaan peserta didik pada LKPD Discussion Activity, sedangkan pemahaman konsep peserta didik dilihat dari skor posttest peserta didik. Tahap disseminate dilakukan untuk penyebaran LKPD Discussion Activity dalam skala yang luas. Hasil penelitian menunjukkan bahwa: (1) LKPD Discussion Activity layak digunakan dalam pembelajaran fisika dan memperoleh kategori sangat baik dilihat dari analisis validitas CVI LKPD Discussion Activity dengan nilai sebesar 1 (sangat baik) dan hasil respon peserta didik dengan nilai CVI 0,4 (sangat baik), serta reliabel menurut ICC LKPD dengan rata-rata nilai ICC 0,9 (istimewa) dan reliabel menurut PA dengan rata-rata nilai PA 96%; (2) tingkat keterampilan proses peserta didik memiliki rata-rata 3,7 (baik) dengan rincian rata-rata nilai keterampilan proses mengamati 4,0 (baik), mengklasifikasi 4,0 (baik), mengukur dan menggunakan angka 4,6 (sangat baik), menyimpulkan 3,8 (baik), menafsirkan data 2,7 (cukup), mendefinisikan secara operasional 4,1 (baik), mengendalikan variabel 2,2 (kurang), dan mengadakan eksperimen 3,8 (baik). Tingkat penguasaan konsep peserta didik memiliki rata-rata 3,6 (baik). Design, Develop, and Disseminate) by Thiagarajan and Semmel (1974:5). Define stage is an initial stage to define the problem. Design stage is done by developing the draft of student's worksheet of Discussion Activity and research instrument. The develop stage is aimed to produce feasible student's worksheet of Discussion Activity and to know the science process skill and the concept understanding of student. Feasibility of student's worksheet Discussion Activity was taken from CVI validity score from validator, ICC and PA reliability score, and student response CVI score. Science process skill was taken from student's work at student worksheet of Discussion Activity, and the concept understanding was taken from student's posttest score. Disseminate stage is done by publishing the student worksheet of Discussion Activity and Thinking Activity in higher scale.

Problem-solving, including methods, procedures, and strategies, is the core and primary process in the 2013 curriculum. The presence of teaching materials that integrated with these skills is one effort to increase problem-solving ability. Designing of problem-based learning student's worksheet to extend the problem-solving ability of eleventh-grade senior high school in the properties of determinants and matrix inversions is the intention of this study. The kind of research is development research and uses a 4D model. That is define, design, development, and dissemination. The eleventh-grade of senior high school 1 Imogiri, Indonesia were the subject of this research. Afterward, the curriculum, student's characteristics, and evaluation of teaching substance is the object of this research. This research shows that it is necessary to analyze problem-based learning student's worksheet to improve problem-solving skills needed. For that reason, the design of Problem-Based Learning (PBL) student's worksheet was made which had the potential to improve student's problem-solving skills. Cover, introduction, table of contents, instruction manual, basic competencies, supporting information, action steps, and exercises consists in the design of student worksheets. This research can continue to the development phase and the dissemination phase.

In this worksheet, students will match the characteristics of the alphabet to each of the seasons and gain a better understanding of what makes a season unique. 

By gaining a better understanding of the weather, it helps in predicting future climate changes. In other words, observing the weather allows us to better estimate how much rain or snow will fall next season, as well as how hot or cold it will be.

Skills Learned: A better understanding of the seasons so that students can distinguish between them more easily, more knowledge to possibly apply the concept to other topics, develop reading skills, with more knowledge they can better imagine the different seasons and a better understanding of how animals adapt to each season.
Intended Grade Level: Grade 1
Subject: Science, Physics

Credits:
Writer - Josephine Lityo
Editors - Fay A.K. and Stella I.W.
Layout - Stevie A.
Illustrator - Angie

This study aimed to reveal the differences in student learning outcomes by  using two worksheets, among student learning outcomes by using guided inquiry-based worksheets with MGMP worksheets that usually use at that school . In the learning process by using guided inquiry learning model, students were guided to find the concept itself in small groups. The learning model matched with the demand of Curriculum 2013 which requires an active participation from the students through 5M activities (observing, asking, collecting data, associating and communicating). This research was a Quasi Experimental Research by using an expanded Randomized Control Group Posttest Only Design. The samples of this research consisted of two classes; 1st experimental class and 2nd experimental class which were formed through cluster sampling. Based on the test results obtained by the average value in the knowledge competence, the 1st experimental class’ result (65.34) was higher than the 2nd experimental class’ (45.16).  Both of Normality and Homogenous’s results showed that the distribution of the two experimental classes were normal and homogeneous, the data analysis which was performed by using t-test. Based on the analysis, it showed that there were significant differences in learning outcomes among the students who used guided inquiry-based worksheets and MGMP worksheets on molecular geometry material.

Problem-solving, including methods, procedures, and strategies, is the core and primary process in the 2013 curriculum. The presence of teaching materials that integrated with these skills is one effort to increase problem-solving ability. Designing of problem-based learning student's worksheet to extend the problem-solving ability of eleventh-grade senior high school in the properties of determinants and matrix inversions is the intention of this study. The kind of research is development research and uses a 4D model. That is define, design, development, and dissemination. The eleventh-grade of senior high school 1 Imogiri, Indonesia were the subject of this research. Afterward, the curriculum, student's characteristics, and evaluation of teaching substance is the object of this research. This research shows that it is necessary to analyze problem-based learning student's worksheet to improve problem-solving skills needed. For that reason, the design of Problem-Based Learning (PBL) student's worksheet was made which had the potential to improve student's problem-solving skills. Cover, introduction, table of contents, instruction manual, basic competencies, supporting information, action steps, and exercises consists in the design of student worksheets. This research can continue to the development phase and the dissemination phase.