CD Tesis

pengembangan e-lkpd berdiferensiasi pada materi sistem ekskresi untuk meningkatkan curiosity dan berpikir kreatif siswa sma fase f kelas xi

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The development of education in Indonesia is directed to shape the character and competence of students, one of which is through the Independent Curriculum which emphasizes flexibility, a differentiated learning approach, and strengthening 21st century skills. A differentiated learning approach is important to meet the diverse learning needs of students, but in practice there are still many teachers who have not implemented it optimally, especially in the use of teaching materials that are in accordance with students' learning styles. The results of a needs analysis conducted on Biology teachers in Pekanbaru City show that most teachers have not utilized teaching materials that use a differentiated learning approach. In addition, materials such as the excretory system are considered quite complex and difficult for students to understand because they have complex material characteristics, have various terms, and are abstract for students. Teachers and students also still predominantly use printed LKPD which tends to be less interactive and has not been able to accommodate individual needs optimally. On the other hand, the results of learning style mapping show variations among students, which can be seen from differences in learning preferences such as visual, auditory, and kinesthetic styles, so that teaching materials are needed in the learning process that are able to adjust to these differences in characteristics. The integration of technology such as Liveworksheet-based E-LKPD is considered potential to support a differentiated learning approach, increase curiosity, and train students' creative thinking skills. The development of E-LKPD integrated with a differentiated learning approach is important to support Biology learning that is more interactive, adaptive, and in accordance with the demands of the Merdeka Curriculum.
This study aims to analyze the validity and practicality of differentiated E-LKPD on the Excretory System material, as well as to analyze its influence in increasing students' curiosity and creative thinking.
The research was developed in the Biology Education Study Program, FKIP, Riau University using the ADDIE model. (Analyze, Design, Development, Implementation, and Evaluation) and implemented in SMA Negeri 8 Pekanbaru. The analyze stage, namely analyzing the curriculum, student needs, learning materials, and teaching materials used. The design stage, namely compiling learning devices, designing Differentiated E-LKPD, and compiling assessment instruments. The development stage, namely developing products by conducting validation tests (material experts, pedagogy, and media), practicality tests by teachers, practicality tests by students consisting of one-on-one tests and small-scale tests. The implementation stage, namely conducting large-scale trials in the form of implementing Differentiated E-LKPD on the excretory system material to 38 Phase F students of class XI SMA Negeri 8 Pekanbaru. The evaluation stage, namely evaluating products at each stage.
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The development of the differentiated E-LKPD was successfully carried out by involving three lecturers as validators, two teachers as users, and 23 students in the practicality test. Based on the results of the validation and practicality tests, the differentiated E-LKPD was declared valid and practical for use in learning. In the validity test, the differentiated E-LKPD was considered valid with an overall average score of 95.1%. This score was obtained from the validation results by a subject matter expert (96.0%), a pedagogy expert (95.6%), and a media expert (93.7%). Furthermore, the results of the practicality test showed that the differentiated E-LKPD was considered practical with an overall average score of 93.1%. This score was based on the teacher's assessment (94.0%) and students' assessments, which included one-on-one testing and small-group testing. The practicality score for the one-on-one test was 92.2%, while the small-group test scored 92.9%. These scores were averaged to obtain the overall practicality score of 93.1%. The average student curiosity score on the pre-test was 77.9 for the control class and 79.9 for the experimental class, while the post-test scores increased to 78.4 for the control class and 86.8 for the experimental class. As for students' creative thinking ability, the average pre-test score was 38.1 for the control class and 36.6 for the experimental class, while the post-test scores increased to 77.3 for the control class and 83.0 for the experimental class. The hypothesis testing using the independent sample t-test showed that for the first hypothesis concerning student curiosity, the result was t-count > t-table (5.261 > 1.664), thus H₀ was rejected and H₁ was accepted. For the second hypothesis concerning students' creative thinking ability, the result was also t-count > t-table (1.923 > 1.664), which means H₀ was rejected and H₁ was accepted. These results indicate that there is a significant difference in student curiosity and creative thinking ability in the experimental class compared to the control class.
Based on the results of the study, the differentiated E-LKPD on the excretory system material was successfully developed through the stages of the ADDIE model and was found to be valid (average score of 95.1%) and practical (average score of 93.1%) for use in learning. Its implementation proved to have a significant impact on enhancing students' curiosity and creative thinking skills, as indicated by the results of hypothesis testing. Therefore, the E-LKPD can be used to support Biology learning that is more interactive and adaptive, in line with the demands of the Merdeka Curriculum.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2310246869

Penerbit

Pekanbaru : Universitas Riau – PASCA – Magister Pendidikan Biologi., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2310246869

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Magister Pendidikan Biologi

Info Detail Spesifik

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Pernyataan Tanggungjawab

Rahmat

Versi lain/terkait

Lampiran Berkas

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