Abstract
This teaching material development offers a solution to facilitate the students ' critical thinking skills through chemical learning. The purpose of this research is to produce decent teaching materials to facilitate students' critical thinking skills. This type of research is development research using Dick, Carey, and Carey's development models. Research instruments use poll responses from learning media experts, learning design, and learning materials. The resulting development product is a teaching book. Based on the results of data analysis obtained from the responses of learning media experts, learning design experts, and learning materials experts demonstrate that the teaching materials are developed worthy to be used in the process of learning chemistry with the access The average percentage score amounted to 89.33% of the learning media experts, 83.33% of the learning design experts, and 93.33% of the learning material experts. This chemical teaching materials development product is also feasible to facilitate students ' critical thinking skills in the learning process. The results of the assessment of all test subjects against the critical Thinking skills indicator show an average percentage of 95% of the learning media experts, 80% of the learning design experts, and 100% of the learning material experts.
Highlights
Pengembangan bahan ajar ini menawarkan solusi terfasilitasinya keterampilan berpikir kritis pebelajar melalui pembelajaran kimia
on the results of data analysis obtained from the responses of learning media experts
learning materials experts demonstrate that the teaching materials are developed worthy to be used in the process
Summary
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kendari, Indonesia. This teaching material development offers a solution to facilitate the students ' critical thinking skills through chemical learning. Tujuan penelitian ini adalah menghasilkan bahan ajar yang layak untuk memfasilitasi keterampilan berpikir kritis pebelajar. Produk pengembangan bahan ajar kimia ini juga layak untuk memfasilitasi keterampilan berpikir kritis pebelajar dalam proses pembelajaran. Awolaju (2016) menyatakan bahwa bahan ajar dapat dikatakan sebagai seperangkat pengetahuan, keterampilan, sikap, ide, keyakinan, dan nilai-nilai yang harus disampaikan oleh pem- belajar kepada pebelajar dalam rangka untuk memudahkan proses pembelajaran. Fenomena di lapangan menunjukkan bahwa buku kimia yang ada saat ini belum memenuhi standar untuk mendukung proses pembelajaran yang dapat memfasilitasi keterampilan berpikir kritis pebelajar. Upaya untuk mengatasi permasalahan tersebut, maka dibutuhkan suatu desain buku ajar yang dapat memfasilitasi belajar pebelajar dan mendukung keterampilan berpikir kritis pebelajar. Perlu kiranya pengembangan bahan ajar kimia berbasis keterampilan berpikir kritis untuk menjadi salah satu solusi alternatif menjawab tantangan pembelajaran abad 21.
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