PENGEMBANGAN BAHAN AJAR DENGAN PENDEKATAN CTL PADA MATERI ORGAN TUBUH MANUSIA DAN HEWAN UNTUK KELAS V SD

Elsy Melia Syari

Sari


Learning resources used in elementary schools in the form of textbooks are designed only to emphasize the delivery of knowledge so that it is less understood by students. Submission of material in the form of a long description makes learning not meaningful, because students are more interested in images than long descriptions. This study aims to develop teaching materials with a valid, practical and effective Contextual Teaching and Learning (CTL) approach used in the learning process. This type of research is development research. Teaching material with the CTL approach was developed using the 4D model. This model consists of 4 stages namely define, design, develop, and disseminate. The define stage is analyzing the curricurulum and analyzing students. At the design stage, the design of teaching materials is carried out using the CTL approach. At the develop stage the design of teaching materials with the CTL approach is validated by 6 validators. After the teaching materials with the CTL approach have been validated, a limited trial is then carried out. The limited test was carried out for 30 students of SDN 21 Sikapak Barat class V. The disseminate stage was not conducted. Based on the results of research conducted in the know that teaching materials with the CTL approach to the material of human and animal organs for elementary school class V declared valid by 6 validators. Based on limited trials, it is known that the use of teaching materials with the CTL approach is very practical for both teachers and students. Based on observations of activities, students are very active in the learning process. Student learning outcomes exceed the minimum limit. The conclusion of the study was that the teaching material with the CTL approach was declared valid with an average of 3.51, the teaching material was declared practical with an average of 93.43%, and the teaching material was declared effective with an average of 88.58%.

Teks Lengkap:

Hal 137-143

Referensi


Bandono.2009. Pengembangan Bahan Ajar. http : // bandono. web. id/ 2009/ 04/ 02/ pengembangan-bahan-ajar.php. Online. Diakses 13 Juli 2013.

Darmadi, Hamid. 2011. Metode penelitian Pendidikan. Bandung: Alfabeta.

Depdiknas. 2006. Kurikulum Tingkat Satuan Pendidikan (KTSP) untuk SMP/MTs. Jakarta: Balitbang Depdiknas.

Kemp dan Jerrol. 1994. Proses Perancangan Pengajaran. Bandung: ITB Bandung.

Matondang, Zulkifli. 2009. Validitas dan Reliabilitas Suatu Instrumen Penelitian. Jurnal Tabularasa PPS UNIMED. Volume 1. Nomor 1:87-97.

Nurhadi. 2004. Pembelajaran Kontekstual (Contextual Teaching and Learning/CTL) dan Penerapannya dalam KBK. Malang: Universitas Negeri Malang.

Paranita, Asri. 2012. Karakteristik Siswa SD. Repository.upi.edu.Chapter2(karakteristik-siswa-sd). Diakses tanggal 31 Juli 2013.

Riyanto, Yatim. 2009. Peradigma Baru Pembelajaran Sebagai Referensi bagi Pendidik dalam Implementasi Pembelajaran yang Efektif dan Berkualitas. Jakarta: Kencana.

Rusman. 2011. Pembelajaran Berbasis Teknologi Informasi dan Komunikasi. Jakarta: Rajagrafindo Persada.

Soeharto, Karti. 1995. Teknologi Pembelajaran. Surabaya: Surabaya Intellectual Club.

Soekarwati, Suhardjono, Hartono, T. dan Ansharullah, A. 1995. Meningkatkan Rancangan Instruksional (Instructional Design) untuk Memperbaiki Kualitas Belajar Mengajar. Jakarta: PT. Raja Grafindo Persada.

Sukardi. (2011). Evaluasi pendidikan, Prinsip, dan Operasionalnya. Yogyakarta: Bumi Aksara.

Thomas, Agung Wibowo Sutjiono. 2005. Pendayagunaan Media Pembelajaran. Jurnal Pendidikan Penabur. Nomor 04:76-84.

Trianto. 2010. Mendesain Model Pemebelajaran Inovativ-Progresif, Konsep Landasan dan Implementasinya Pada Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana.

Yusuf, Muri. 2005. Dasar-dasar dan Teknik Evaluasi Pendidikan. Padang: Universitas Negeri Padang.


Refbacks

  • Saat ini tidak ada refbacks.


Flag Counter