Kualitas E-LKPD (Elektronik Lembar Kerja Peserta Didik) Konsep Plantae Berbasis Keterampilan Berpikir Kritis Jenjang SMA

Abstract

Abad ke-21 keterampilan berpikir kritis penting dimiliki peserta didik. Dunia pendidikan dituntut menyesuaikan perkembangan teknologi terhadap usaha peningkatan mutu pendidikan salah satunya penggunaan bahan ajar. Pembelajaran selama pandemi mendorong untuk dilakukan pengujian pendidikan jarak jauh. Bahan ajar yang dapat digunakan dalam pembelajaran jarak jauh di masa pandemi berupa E-LKPD berbantuan liveworksheet dapat menjadi solusi pembelajaran daring. Penelitian bertujuan mendeskripsikan kualitas LKPD elektonik pada konsep plantae berbasis keterampilan berpikir kritis jenjang SMA yang valid, praktis, dan efektif. Penelitian ini dilakukan dengan metode desain Evaluasi Formatif Tessmer, melalui langkah pengembangan 1) Self evaluation, 2) Expert Review, 3) One-to-one evaluation, dan 4) Small group evaluation. Subjek uji validitas adalah tiga orang ahli, subjek uji perorangan adalah tiga orang peserta didik kelas X SMA, subjek kelompok kecil adalah empat orang peserta didik kelas X SMA. Analisis data penelitian secara deskriptif. Hasil penelitian E-LKPD menunjukkan bahwa kepraktisan harapan kategori sangat baik berdasarkan 7 aspek penilaian peserta didik dan keefektifan harapan kategori sangat baik berdasarkan 6 aspek keterampilan berpikir kritis (interpretasi, analisis, evaluasi, inferensi, eksplanasi, dan pengaturan diri).

In the 21st century, critical thinking skills are essential for students. The world of education is required to adopt technological developments to improve the quality of education, one of which is teaching materials. Learning during the pandemic encourages distance education testing. Teaching materials that can be used in distance learning during a pandemic in electronic students worksheets and assisted by live worksheets can be an online learning solution. This study aims to describe the quality of the electronic students' worksheets on the Plantae concept based on valid, practical, and effective high school critical thinking skills. This research was conducted using the Tessmer Formative Evaluation method through the development steps of 1) Self-evaluation, 2) Expert Review, 3) One-to-one evaluation, and 4) Small group evaluation. The validity test subjects were three experts; the individual test subjects were three high school class X students; the small group subject was four high school class X students. Descriptive analysis of research data. The results of the electronic student's worksheets research show that the practicality of expectations in the very good category is based on seven aspects of student assessment, and the effectiveness of expectations in the very good category is based on six aspects of critical thinking skills (interpretation, analysis, evaluation, inference, explanation, and self-regulation).