Development of Students’ Worksheet Problem Based Learning of Environmental Pollution to Improve Critical Thinking and Discipline
Globalism era makes one faces sophisticated problems, and solving the problems need a quality human that is able to critical thinking and discipline as part of science’s attitude. The problem is ability of Indonesian students in critical thinking mostly low order thinking and lack of learning discipline, as well this phenomenon acquired at preliminary study. Students’ Worksheet named LKS is a learning media to encourage students to think, act, and grow positive attitude. The aim of this research is to produce the LKS of Environment Pollution with Problem Based Learning (PBL) model order to grow students’ critical thinking and discipline. The research method used a research and development (R & D). The research subject were 76 students Seven Graders Junior High School
of Baitul Jannah Bandar Lampung, Indonesia, with sample consisted of 40 students (age 13 years old) who were all simple randomly and assigned to LKS PBL (n=20), and Direct Instruction-lecturer (n=20) teaching groups of experiment-control. Data were collected by techniques of experts validation sheets, questionnaires, observation sheets, documentation, and test instrument for measuring critical thinking skill (CTS). The 26-item Test of Science CTS were applied as pretest and posttest, and three types of observation sheet were used for measuring six of discipline indicators. The data analysis techniques used percentage, t-test, and n-gain. The results indicated that is: (1) The development product of LKS with PBL formed, (2) The LKS effectively to improve students’ CTS with n-gain 0.59 (middle category) and six indicators of learning discipline mean n-gain 0.42 (middle category) and (3) Content, language and display of the LKS with PBL was very feasible based on assessment of experts (construct and media) and three senior science teachers with scoring of avarage 97.03% and students’ readability response mostly easy (73%), very easy (21%), enough difficult (6%), and no one mentioned the LKS very difficult. Thus the LKS with PBL was developed effectively to be used as a learning media of environment pollution lesson. It was significantly difference improvement of both students’
CTS and learning discipline in the experiment class who before and after used LKS with PBL rather than control class who used conventional model that is lecturer dominantly.
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