PENGEMBANGAN MODUL AJAR PEMBELAJARAN TERDIFERENSIASI MENGGUNAKAN MODEL PROBLEM BASED LEARNING PADA MATA PELAJARAN IPAS DI KELAS IV SD

Haya, Aqilla Fadia (2025) PENGEMBANGAN MODUL AJAR PEMBELAJARAN TERDIFERENSIASI MENGGUNAKAN MODEL PROBLEM BASED LEARNING PADA MATA PELAJARAN IPAS DI KELAS IV SD. S1 thesis, UNIVERSITAS JAMBI.

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Abstract

Penelitian ini bertujuan untuk mengembangkan modul ajar pembelajaran terdiferensiasi menggunakan model problem based learning pada mata pelajaran IPAS di kelas IV SD serta mengetahui tingkat validitas dan kepraktisan dari modul ajar pembelajaran terdiferensiasi menggunakan model problem based learning pada mata pelajaran IPAS di kelas IV SD. Penelitian ini merupakan jenis penelitian pengembangan (Research and Development) yang merupakan penelitian dengan menggunakan pendekatan kualitatif dan kuantitatif (mix methode). Model pengembangan yang digunakan dalam penelitian ini yaitu model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Penelitian dilaksanakan di SDN 121/I Muara Singoan, Kecamatan Muara Bulian, Kabupaten Batanghari, dengan subjek yang dituju adalah guru dan peserta didik. Data ini dapat diperoleh melalui hasil angket validasi yang dinilai oleh tiga validator yakni ahli desain, ahli pembelajaran dan ahli bahasa. Serta angket respons guru dan respons peserta didik. Hasil penelitian dan pengembangan meliputi: hasil analisis kebutuhan, kurikulum dan peserta didik, memerlukan modul ajar yang disesuaikan dengan tingkat kognitif peserta didik yang berbeda. Hasil uji validasi dari penilaian ahli desain memperoleh rata-rata persentase sebesar 94% dengan kategori sangat valid, penilaian dari ahli pembelajaran memperoleh rata-rata persentase sebesar 93,75% dengan kategori sangat valid, dan penilaian dari ahli bahasa memperoleh rata-rata persentase sebesar 96% dengan kategori sangat valid. Penilaian dari respons guru memperoleh rata-rata persentase sebesar 96% dengan kategori sangat praktis, dan hasil penilaian dari respons peserta didik memperoleh rata-rata persentase sebesar 86,42% dengan kategori sangat praktis. Hasil evaluasi, modul ajar ini dinyatakan sangat valid dan sangat praktis untuk digunakan dalam proses pembelajaran. Berdasarkan hasil penelitian dapat disimpulkan bahwa modul ajar pembelajaran terdiferensiasi menggunakan model problem based learning pada mata pelajaran IPAS di kelas IV SD yang dikembangkan dengan model pengembangan ADDIE pada penelitian ini secara keseluruhan dapat digunakan sebagai panduan guru dalam proses pembelajaran. This study aims to develop a teaching module for differentiated learning using the problem based learning model in the subject of science in grade IV of elementary school and to determine the level of validity and practicality of the teaching module for differentiated learning using the problem based learning model in the subject of science in grade IV of elementary school. This research is a type of development research (Research and Development) which is a study using a qualitative and quantitative approach (mix method). The development model used in this study is the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The research was conducted at SDN 121/I Muara Singoan, Muara Bulian District, Batanghari Regency, with the intended subjects being teachers and students. This data can be obtained through the results of the validation questionnaire assessed by three validators, namely design experts, learning experts and language experts. As well as teacher response questionnaires and student responses. The results of the research and development include: the results of the analysis of needs, curriculum and learners, requiring teaching modules that are adjusted to the different cognitive levels of learners. The results of the validation test from the assessment of design experts obtained an average percentage of 94% with a very valid category, the assessment from learning experts obtained an average percentage of 93.75% with a very valid category, and the assessment from language experts obtained an average percentage of 96% with a very valid category. The assessment of teacher responses obtained an average percentage of 96% with a very practical category, and the results of the assessment of student responses obtained an average percentage of 86.42% with a very practical category. The results of the evaluation, this teaching module was declared very valid and very practical to use in the learning process. Based on the results of the study, it can be concluded that the differentiated learning teaching module using the problem based learning model in the subject of science in grade IV of elementary school which was developed with the ADDIE development model in this study as a whole can be used as a guide for teachers in the learning process.

Type: Thesis (S1)
Uncontrolled Keywords: Modul Ajar, Pembelajaran Terdiferensiasi, Problem Based Learning Teaching Module, Differentiated Learning, Problem Based Learning
Subjects: L Education > L Education (General)
Divisions: Fakultas Keguruan dan Ilmu Pendidikan > PGSD
Depositing User: HAYA
Date Deposited: 20 Mar 2025 04:31
Last Modified: 20 Mar 2025 04:31
URI: https://repository.unja.ac.id/id/eprint/76560

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