PENGEMBANGAN MODUL SETS PADA MATERI CAHAYA DAN ALAT OPTIK KELAS VIII SMP/MTS

Abstract

Penelitian pengembangan kali ini untuk melihat kelayakan modul SETS (Science, Environment, Technology, and Society) pada sifat cahaya dan optik untuk kelas VIII di SMP dan respon siswa. Penelitian ini menggunakan desain Research and Development (R&D) yang mengadaptasi desain penelitian pengembangan model 4-D dari Thiagarajan, et al. yang meliputi 4 tahap: define, design, develop, dan disebarluaskan. Namun, penelitian ini hanya dilakukan sampai tahap develop (3-D). Penelitian pengembangan ini diawali dengan observasi lapangan dan studi pustaka, kemudian dikembangkan dengan desain awal modul. Rancangan awal modul kemudian divalidasi oleh ahli materi, ahli media, pengembangan pendidikan dan peer review. Selanjutnya dilakukan uji coba terbatas dengan melibatkan 10 siswa sebagai subjek penelitian. Teknik data dilakukan melalui observasi, wawancara, dokumentasi, dan angket. Teknik analisis menggunakan analisis kuantitatif perolehan nilai validasi kelayakan modul dan analisis deskriptif. Hasil penelitian menunjukkan bahwa modul SETS (Ilmu Pengetahuan, Lingkungan, Teknologi, dan Masyarakat) sifat cahaya dan optik untuk kelas VIII di sekolah menengah pertama diukur dengan kriteria sangat valid berdasarkan hasil validasi, dari validasi tersebut kami menyimpulkan bahwa modul tersebut layak untuk digunakan. gunakan dalam pembelajaran sains.

The development research is aimed to see the feasibility of SETS (Science, Environment, Technology, and Society) modules on light and optical properties for grade VIII in junior high school and the response of students. This study uses a Research and Development (R&D) design which adapts the 4-D model development research design from Thiagarajan, et al. which includes 4 stages: define, design, develop, and disseminate. However, the research is only done up to the develop stage (3-D). This development research begins with field observations and literature study, then developed with the initial design of the module. The initial design of the module is then validated by material experts, media experts, developing education and peer reviews. Furthermore, a limited trial was carried out involving 10 students as research subjects. The data technique was carried out through observation, interviews, documentation, and questionnaires. The analysis technique uses quantitative analysis of the acquisition of module feasibility validation scores and descriptive analysis. The results showed that the SETS (Science, Environment, Technology, and Society) module light and optical properties for grade VIII in junior high school were measured as very valid criteria based on validation results, from the validation we conclude that the module is suitable for use in science learning.