PENGEMBANGAN E-MODUL DENGAN PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS (STEM) TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA MATERI STATISTIKA KELAS VIII

Innarotus, Sha’adah (2023) PENGEMBANGAN E-MODUL DENGAN PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS (STEM) TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA MATERI STATISTIKA KELAS VIII. Sarjana / Sarjana Terapan (S1/D4) thesis, Universitas Muhammadiyah Semarang.

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Abstract

ABSTRAK Sha’adah, I. 2023. Pengembangan E-Modul dengan Pendekatan Science, Technology, Engineering, Mathematics (STEM) terhadap Kemampuan Berpikir Kreatif Siswa Materi Statistika Kelas VIII. Skripsi, Program Studi S1 Pendidikan Matematika. Universitas Muhammadiyah Semarang. Pembimbing I: Dwi Sulistyaningsih, S.Si., M.Pd., II: Iswahyudi Joko S, S.Si., M.Pd. Kata Kunci: E-modul, STEM, Kemampuan Berpikir Kreatif Penelitian ini dilatarbelakangi penggunaan bahan ajar dalam pembelajaran saat ini berupa bahan ajar cetak dan kurang menarik sehingga menyebabkan siswa kesulitan memahami materi dan merasa bosan saat pembelajaran. Rendahnya kemampuan berpikir kreatif siswa dalam menyelesaikan soal, khususnya materi statistika dikarenakan siswa dalam menyajikan data hanya menguasai satu cara saja, menyelesaikan soal kurang detail dan tidak runtut, serta hasil belajar siswa banyak yang belum tuntas. Akibat rendahnya kemampuan berpikir kreatif siswa, kemandirian siswa dalam belajar juga rendah. Oleh karena itu, dibutuhkan bahan ajar yang menarik dan mudah dipahami serta dapat menumbuhkan kemampuan berpikir kreatif. Bahan ajar tersebut berupa E-modul dengan pendekatan STEM. Inovasi dalam bahan ajar cetak menjadi bahan ajar digital untuk mendukung proses pembelajaran abad 21. E-modul yang dirancang ini dapat membantu siswa memahami materi dan pembelajaran lebih menarik. Tujuan penelitian adalah mengembangkan E-modul pendekatan STEM terhadap kemampuan berpikir kreatif siswa materi statistika kelas VIII yang valid dan penerapan E-modul pendekatan STEM terhadap kemampuan berpikir kreatif siswa materi statistika kelas VIII yang efektif. Metode penelitian pengembangan E-modul menggunakan model pengembangan modifikasi Thiagarajan 4D (3D). Teknik pengambilan sampel menggunakan teknik convenience sampling. Teknik pengumpulan data penelitian dengan tes kemampuan berpikir kreatif, angket kemandirian belajar, dan lembar penilaian E-modul. Hasil penelitian E-modul memperoleh skor rata-rata 3,6 sehingga dapat disimpulkan bahwa E-modul valid. Penerapan E-modul pendekatan STEM yang efektif dapat dibuktikan dengan kemampuan berpikir kreatif siswa yang telah mencapai ketuntasan individual dan klasikal. Rata-rata kemampuan berpikir kreatif siswa yang menerapkan E-modul mencapai KKM yaitu 78,9. Persentase ketuntasan sudah melebihi 80% yaitu 90,625% atau 29 dari 32 siswa, ada pengaruh kemandirian belajar terhadap kemampuan berpikir kreatif dalam penerapan E-modul sebesar 85%, dan terdapat perbedaan rata-rata kemampuan berpikir kreatif, pada kelas eksperimen rata-rata kemampuan berpikir kreatif sebesar 78,9 dan kelas kontrol rata-rata kemampuan berpikir kreatif sebesar 69,7. Saran dari penelitian ini adalah guru dapat menggunakan E-modul untuk mengajarkan materi statistika dan guru dapat menggunakan E-modul untuk materi pembelajaran lain sebagai variasi dalam pembelajaran. ABSTRACT Sha'adah, I. 2023. Development of E-Module with Science, Technology, Engineering, Mathematics (STEM) Approach to Students' Creative Thinking Ability on Class VIII Statistics Material. Thesis, S1 Mathematics Education Study Program. Semarang Muhammadiyah University. Advisor I: Dwi Sulistyaningsih, S.Si., M.Pd., II: Iswahyudi Joko S, S.Si., M.Pd. Keywords: E-module, STEM, Creative Thinking Ability This research is motivated by the use of teaching materials in current learning in the form of printed teaching materials and is less attractive, causing students to have difficulty understanding the material and feel bored during learning. The low ability of students' creative thinking in solving problems, especially statistics material is because students in presenting data only master one way, solving problems is less detailed and not coherent, and many student learning outcomes are incomplete. As a result of the low ability of students to think creatively, the independence of students in learning is also low. Therefore, teaching materials are needed that are interesting and easy to understand and can foster creative thinking skills. The teaching materials are in the form of E-modules with a STEM approach. Innovation in printed teaching materials into digital teaching materials to support the 21st century learning process. This designed e-module can help students understand the material and make learning more interesting. The aim of the study was to develop a STEM approach E-module to the creative thinking skills of students on valid class VIII statistics material and to apply the STEM approach E-module to an effective class VIII students' creative thinking ability on statistics material. The E-module development research method uses the modified Thiagarajan 4D (3D) development model. The sampling technique uses convenience sampling. Research data collection techniques with creative thinking ability tests, learning independence questionnaires, and E-module assessment sheets. The results of the E-module research obtained an average score of 3.6 so it can be concluded that the E-module is valid. The effective application of the STEM approach E-module can be proven by the creative thinking abilities of students who have achieved individual and classical mastery. The average creative thinking ability of students who apply the E-module reaches the KKM, which is 78.9. The percentage of completeness has exceeded 80%, namely 90.625% or 29 out of 32 students, there is an effect of independent learning on the ability to think creatively in the application of the E-module by 85%, and there is an average difference in the ability to think creatively, in the experimental class the average ability to think creative at 78.9 and the control class average creative thinking ability at 69.7. The suggestion from this study is that teachers can use E-modules to teach statistics material and teachers can use E-modules for other learning materials as variations in learning.

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