Pengembangan Modul Project Kurikulum Merdeka Tentang Gaya Hidup Berkelanjutan Untuk Meningkatkan Berpikir Kritis Siswa Kelas 1 SD
DOI:
https://doi.org/10.31949/educatio.v10i4.9564Abstract
Penelitian ini bertujuan untuk mengembangkan modul pembelajaran berbasis project kurikulum merdeka tentang gaya hidup berkelanjutan guna meningkatkan kemampuan berpikir kritis siswa kelas 1 Sekolah Dasar (SD). Latar belakang penelitian ini adalah perlunya menanamkan kesadaran terhadap gaya hidup berkelanjutan sejak dini untuk membentuk pola pikir kritis pada siswa. Penelitian dan pengembangan (R&D) ini menggunakan model ADDIE (Analyze, Design, Develop, Implement, Evaluate) dan model Sukmadinata. Hasil penelitian menunjukkan bahwa modul pembelajaran yang dikembangkan memperoleh rata-rata penilaian validator sebesar 80% dengan kategori "Sangat Layak" (Sugiyono, 2016). Uji coba terbatas pada guru memperoleh rata-rata skor kepraktisan sebesar 88,5% dengan kategori "Sangat Praktis" (Akbar, 2013). Selanjutnya, uji keefektifan menunjukkan n-gain score sebesar 0,8 yang termasuk dalam kategori "Tinggi" (Hake, 1999). Dengan demikian, modul pembelajaran ini efektif dalam meningkatkan kemampuan berpikir kritis siswa kelas 1 SD. "Pengembangan modul pembelajaran adalah upaya sistematis untuk meningkatkan kualitas pembelajaran" (Prastowo, 2015).
Keywords:
modul pembelajaran, project kurikulum merdeka, gaya hidup berkelanjutan, berpikir kritis, siswa kelas 1 SDDownloads
References
Barak, M., & Dori, Y. J. (2005). Enhancing undergraduate students' chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117-139.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43.
Evans, C., Tomas, L., & Woods, C. (2017). Impact of sustainability curriculum in schools on environmental behaviors and literacy: A decade of research. Environmental Education Research, 23(7), 1029–1049.
Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. The California Academic Press.
Facione, P. A. (2020). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
Johnson, D. W., & Johnson, R. T. (2009). Cooperation and the Use of Technology. In Handbook of Research on Educational Communications and Technology.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Kurikulum Merdeka: Transformasi Pendidikan Indonesia. Jakarta: Kemendikbudristek.
Koehler, M. J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.
Krajcik, J., & Shin, N. (2014). Project-Based Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 275–297). Cambridge University Press.
Lai, E. R. (2011). Critical thinking: A literature review. Pearson’s Research Reports.
Molenda, M. (2003). In Search of the Elusive ADDIE Model. Performance Improvement, 42(5), 34-37.
Piaget, J. (1973). The Child and Reality: Problems of Genetic Psychology. Viking Press.
Piaget, J. (1964). Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176-186.
Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st-century skills: Lessons from the learning sciences. Asia Society.
Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Autodesk Foundation.
Tilbury, D., & Wortman, D. (2004). Engaging People in Sustainability. IUCN.
United Nations. (2023). Sustainable Development Goals Report 2023. New York: United Nations.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.
UNDP. (2022). Sustainable Development Goals and Education for Sustainability. New York: UNDP.
Wurdinger, S. D., & Qureshi, M. (2015). Enhancing college students’ life skills through project-based learning. Innovative Higher Education, 40(3), 279-286.
Zohar, A., & Dori, Y. J. (2003). Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? The Journal of the Learning Sciences, 12(2), 145-181.
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Adolfina Onesiforus Arson Putri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
An author who publishes in the Jurnal Educatio FKIP UNMA agrees to the following terms:
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- The author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
- The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work
