HASIL RESUME

DEVELOPMENT OF NATURAL KNOWLEDGE (IPA) STUDENT

WORK SHEET (LKS) BASED MODEL PREDICT, OBSERVE, EXPLAIN
(POE) IN BASIC SCHOOL

Diajukan Untuk Memenuhi Syarat UAS Mata Kuliah Ilmu Pengetahuan

Alam Sekolah Dasar Dengan Dosen Pengampu :
Linda Hania Fasha, M.Pd

Keukeu Ani Silviyani

18060103
B1 PGSD Nonreguler

PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR

FAKULTAS ILMU PENDIDIKAN
INSTITUT KEGURUAN DAN PENDIDIKAN (IKIP) SILIWANGI
2019
 DEVELOPMENT OF NATURAL KNOWLEDGE (IPA) STUDENT
WORK SHEET (LKS) BASED MODEL PREDICT, OBSERVE, EXPLAIN
(POE) IN BASIC SCHOOL

Ahmad Syawaludin1), Jenny Indrastoeti Siti Poerwanti2),

Hadiyah3) PGSD FKIP Universitas Sebelas Maret, Jalan Slamet
Riyadi 449 Surakarta e-mail: syawaluns@gmail.com

Abstract: The purpose of this research is to develop student’s worksheets of science learning
based on Predict, Observe, Explain (POE) Model on the force material for fifth grade at
elementary school. This research is a research development (RnD) which has two stages,
preliminary study and product/ model development stage. The technique of data completion
uses questionnaire, interview, test, observation, and documentation. The collected data
analyzed descriptively qualitative and quantitative with t-test analysis technique. The results
are as follows. (1) The preliminary study stage shows that the available worksheet in the field
has not fulfilled the needs of teachers and students in science lesson, so it needs to be developed
for effective learning. (2) Development begins by preparing prototype of worksheet continued
with expert validation on worksheet prototype which stated that worksheet prototype has
fulfilled good quality, with didactic score 3,42, construction score 3,21, and technical score
equal to 3,50 so it can be tested with revision. (3) The result of worksheet prototype
development is tested on limited and wide test with the result knows that worksheet prototype
is fulfills the requirements of worksheet arrangement in accordance to experts and the user so
it is feasible to be used.
Kata Kunci : Student Worksheets, Development, Predict, Observe, Explain (POE)
Science education is expected to be a the scope of elementary school science
vehicle for students to learn about learning which is taught for fifth grade
themselves and the environment, as elementary school students. Style
well as the prospect of further material is very important for students
development in applying it in everyday because its use is closely related to
life. (Ministry of National Education, technological tools that facilitate
2006: 7). Style is one of the material in human activities in everyday life.

1
) Mahasiswa Program Studi PGSD UNS
2
, 3) Dosen Program Studi PGSD UNS
 The stages of thinking in
elementary school students are
concrete operations. Students have
been able to think rationally, such as
reasoning to solve a concrete problem
so learning style material in
elementary school based on the
dimensions of factual, conceptual,
procedural, and metacognitive
knowledge must be designed with
teaching materials in the form of LKS
that emphasize giving direct
experience through practice to
students. Through the use of LKS,
providing direct experience in the form
of practical activities can be carried out
by students to develop their
competence in exploring and
understanding the natural environment
scientifically. Providing direct
experience to students will improve
students' memory (Syawaludin, dkk .,
2016: 137).
Based on the results of
documentation in the field, it was
found the fact that the student
worksheet (LKS) available at
elementary school did not yet support
the creation of learning that trained
students to develop their competencies
in understanding the natural
surroundings scientifically. LKS still
contains many questions that must be
done by students. LKS still contains
many theoretical concepts and has not
been balanced with guidelines.
practice. Another fact was conveyed
by Majid (2015: 374) who stated that
there were still some shortcomings of
worksheets used by teachers, one of
which was the use of sentences used in
work steps was still less structured so
as to cause students to lack
understanding.
In this regard, the Ministry of
Education has actually provided media
assistance to elementary schools in the
form of KIT IPA to support meaningful
science learning processes. Even
though the school already has the IPA
KIT, the results of the observation
indicate that the teacher does not use
the KIT IPA optimally. The teacher still
uses the teaching method with lectures.
The teacher has not invited students to
conduct experiments so that the
concepts of learning will be accepted
by students through the memorization
process.
The results of interviews
conducted with students showed that
students did not use the KIT IPA for
practical activities in science learning.
Students are less active in achieving
competence in science learning. This
information is in accordance with the
results of interviews conducted with the
teacher that the teacher is still having
difficulties in getting students to do the
practicum because there is still a lack of
available IPA literacy. LKS used by the
teacher contains more training
questions on the concepts described.
LKS can be used as a
reference in guiding students to
understand the concept. However, the
results of the field findings indicate that
LKS is not yet available which can train
students to develop their competencies
in science learning. Teaching materials
in the form of worksheets are arranged
to improve the quality of science
learning in elementary schools, namely
science based worksheets based on
Predict, Observe, Explain (POE)
models on style material for fifth grade
students POE-based Natural Science
LKS is an LKS designed using the POE
learning model on its components. The
LKS developed involves students in
science practice activities. Students will
achieve their competence scientifically.
The POE model can train
students to build knowledge according
to their way of thinking. This is
supported by the results of Ayvaci's
(2013: 548) study which states that
POE is effective and attractive in
learning the science concepts. The
results of the research by Adebayo &
Olufunke (2015: 91) state that the use
of POE Instructional strategies is
effective at lower primary school
pupils' practical skills in basic science.
These results indicate that POE can
improve basic science process skills in
students in elementary school.
The development of teaching
materials in the form of POE-based
student worksheets aims to improve the
quality of science learning style
material for fifth grade elementary
school students. LKS is part of the
learning implementation plan (RPP)
and is a 'tool' used by teachers in
teaching (Majid: 2015: 372). The use of
LKS can improve student learning
activities, encourage students to work
alone, and direct students in developing
concepts, so that it will trigger students
to conduct learning activities that are
more effective and efficient.
The development of POE-
based worksheets in learning activities
has been shown to have a positive
influence on learning. The development
of science worksheets based on the
POE learning model such as the Janah
study (2013) revealed that the
application of LKS developed by POE
learning had a significant effect on
student learning outcomes with average
scores
Based on the description of
the above problems, development
research is carried out with the title
"Development of Natural Science
Student Worksheets (LKS) Based on
Predict, Observe, Explain (POE)
Models in Schools
Basic."
METHOD
The study was conducted in
Karangasem III Elementary School,
Totosari Elementary School, and
Tegalrejo Public Elementary School in
December 2016 until May 2017. This
research is a type of research or
development & research (R & D) with
research products namely student
worksheet teaching materials ( LKS)
based on predict, observe, explain
(POE) on style material for class V
students. The subject of this study
consisted of 3 validators (material
experts, linguists, and media experts), 3
teachers, and fifth grade students.
Elementary school as many as 86
people. Data collection techniques used
in this study were tests, questionnaires,
interviews, and documentation
This study uses a
development model modified by
Sukmadinata and friends consisting of
two stages, namely preliminary study
and model development. The
preliminary study consists of three
steps, including literature study, field
survey, initial product preparation or
model draft. Then proceed with the
development stage, namely design
validation and LKS testing. Validation
is carried out by presenting material,
language and media experts. The
results of expert assessment are used as
a reference in the preparation of the
draft LKS for further testing.
LKS trials consist of limited
trials and wider trials. The limited trial
uses the One-Shot Case Study research
design, and a broader trial using One
Group Pretest-Posttest Design. The
sample was obtained using cluster
random sampling technique. At the
limited trial stage, students take part in
learning using LKS prototypes.
Students then fill out questionnaires and
work on tests to then be analyzed using
one sample t-test.
Meanwhile, in the wider trial,
students worked on the pretest and then
had the opportunity to use the improved
LKS prototype based on the inputs to
the limited trial. After that, students fill
out the questionnaire and work on the
posttest. Test data were then analyzed
using paired sample t-test. If the
posttest value exceeds the pretest value,
it can be said that the prototype is
effective and meets the requirements.
Students and teachers provide
comments and suggestions for
improving the draft LKS so that the
development of the LKS can be in
accordance with the views of experts
and according to the needs of its users
RESULTS
Based on the results of a
survey conducted in three primary
schools in Surakarta, namely: SD
Negeri Karangasem III, SD Totosari,
SD Negeri Tegalrejo, the fact is that
teaching materials in the form of IPA
student worksheets are still available
which are still used by teachers and
students class V. The results of the
questionnaire assessment of LKS
currently available by the teacher are
presented in table 1 below
Table.1 Teacher Assessment
Questionnaire Results on
Available LKS
Aspect Rating Score Quality
Didaktik 1,50 Less
Konstruksi 1,57 Less
Teknik 1,33 Less
Based on the table above, it can
be seen that all aspects of assessment
as a condition for preparing LKS are
still of poor quality. LKS still does not
meet didactic requirements, meaning
that LKS has not followed the
principles of effective learning. In
addition, LKS still lacks the
construction and technical aspects of
assessment, namely the conditions
relating to the use of language,
sentence structure, vocabulary, level of
difficulty, images, and clarity that in
essence must be effective in the sense
that it can be understood by students.
The fact that the lack of
fulfillment of the requirements for the
preparation of currently available LKS
is reinforced by the results of the
questionnaire given to students as
presented in table 2 below
Table. 2. Student Assessment
Questionnaire Results on Table. 3. Results of Questionnaire for
Available LKS Expert Assessment of LKS
Aspect Rating Score Quality Prototypes
Didaktik 1,70 Less Aspect Ranting Skor Quality
Konstruksi 1,93 Enough Didaktik 3,42 Very Good
Teknik 1,48 Less Konstruksi 3,21 Well
Teknik 3,50 Very Good
Based on table 2 above, it can be seen Based on the table above, it
that overall LKS is still of poor quality. can be seen that LKS has followed the
The use of language, sentence structure, principles of effective and appropriate
vocabulary, level of difficulty, and learning in the use of images and
clarity need to be improved. authorship. The LKS prototype has
Preparation of a prototype of science been approved by experts to be tested
worksheets based on Predict, Observe, with revisions and appropriate to use.
Explain (POE) Learning Model on style After the LKS prototype was
material for students in grade V SD tested on 25 students, the results of the
begins with analyzing the curriculum student's questionnaire assessment on
which is intended to determine the the LKS prototype were obtained in a
materials that require LKS teaching limited trial can be seen in table 4.
materials. The components of LKS Based on table 4, it can be seen that the
refer to the stages of POE learning, prototype of the POE Model-based IPM
namely the stage of predicting LKS ulfill all LKS drafting
(predict), the stage of making requirements, both didactic,
observations through experimental construction and technical.
activities (Observe), and the stage of Table. 4. Results of Student
explaining the results of the experiment Assessment Questionnaire on
(explain). LKS Prototype in Limited
Expert validation was Trial
obtained from material experts, Aspect Ranting Skor Quality
Indonesian language experts, and Didaktik 3,42 Very Good
learning media experts. The design of Konstruksi 3,33 Very Good
LKS products that have been validated Teknik 3,19 Well
from experts have known weaknesses In addition, student test results in
which are then minimized by revising limited trials are contained in table 5,
the LKS product design. The results of presented the number of students (N),
the questionnaire evaluating the quality minimum value (Min), maximum value
of LKS products by experts can be seen (Max), average value (M), and standard
in table 3 below. deviation (Std Deviation)
 Meanwhile, the results of the
Table. 5. Description of Limited Trial questionnaire assessment of the fifth
Test Data grade elementary school students on the
Test N Min Maks M LKS prototype in the wider trial
Test 28 65 100 80,36 showed that the prototype of the LSE
Based on table 5 above, the based on the POE model had fulfilled
tests are carried out with an average test all the requirements for LKS
of one sample group to determine the preparation, both didactic, construction
significance of the differences in the and technical in the "Very Good"
average of a sample group with the category as can be seen in table 7
comparable values set. Comparators are below.
determined using KKM with a score of Table. 7. Student Assessment
75. The hypothesis tested has the Questionnaire Results on
following formula. H0: The average LKS Prototypes in Extensive
student test score is 75 Ha: The average Trial
student test score is not 75 Aspect Ranting skor Quality
The basis of decision making Didaktik 3,53 Very Good
is if thitung <t table then H0 is accepted Konstruksi 3,60 Very Good
and Ha is rejected; and if thitung> t Teknik 3,63 Very Good
table then H0 is rejected and Ha is The table above shows that LKS
accepted. Based on the analysis that has as a means for the process of learning
been done, the results obtained can be the style in class V has followed the
seen in the table table 6 below. principles of effective learning
Table. 6. One Sample t-test Test (didactic requirements), the use of
results on Limited Trial appropriate language in a meaning
understood by students (construction
Test M t df
requirements), and the appearance of
Test 80,36 3,179 27 attractive LKS (technical
requirements). The description of the
Based on table 6 above, it can
data from the pretest and posttest of
be seen that tcount = 3.179 and t table
students in the wider trial is presented
in the distribution table of t values,
in table 8 below.
which is at the level of trust 95% (α = 5
Table. 8. Description of Wider Test
percent and because the t test is two-
Test Data
sided, the α value referred to is α / 2 =
Test N Min Maks M
5% = 0.025) and the free degree (df) =
27, so the price is t table = 2.052. Pretest 58 50 85 68.02
Because of tcount> t table, it can be
Posttest 58 65 100 82.45
decided that H0 is rejected. Thus, it is
proven that at the confidence level 95 Based on table 8 above, a
percent the average student learning broader analysis of trial data is
outcomes using the LKS prototype is conducted using paired sample t-test
not 75. results obtained which can be seen in
table 9 below.
Table. 9. Paired Sample t-test Test
Results on Broader Trials
Test M t
Pretest 68,02
Posttest -12,229
82,45
The hypothesis tested has the
following formula. H0: The two
population averages are the same Ha:
Both population averages are not the
same
The basis of decision making
is if thitung <t table then H0 is accepted
and Ha is rejected; and if thitung> t
table then H0 is rejected and Ha is
accepted. The results of the analysis
show that t count = -12,229 and table in
the table of distribution of t values, that
is at the level of trust 95% (α = 5
percent and because the t test is two-
sided, the α value referred to is α / 2 =
5% = 0.025) and the free degree (df) =
58, so the price is ttable = 2,000.
Because tcount is outside the reception
area H0, it is decided that H0 is
rejected. Thus, it is proven that there is
a significant difference in student test
results that are significant before and
after using the prototype of POE-based
Science LKS
DISCUSSION
Based on the results of the
study at the preliminary stage, it can be
seen that the LKS available does not
meet the needs of teachers and students.
The available LKS does not provide
enough space to express students
themselves through writing answers
and / or drawing. The use of images that
are still small and the use of letters that
are less attractive causes LKS to be
boring reading material.
df Presentation of information in
the form of material / concepts in the
available worksheets has not been
57
balanced with activities that assign
students to conduct trial experiments
that can help them master the
competencies that have been
determined. In addition, LKS is not
good at using appropriate language in a
meaning that students can understand.
This is in line with Majid (2015: 374)
which states that one of the
shortcomings of available worksheets
is the use of the sentence used in the
work step is still less structured so that
students do not understand it.
Based on the results of
interviews with all grade V teachers,
the following information is obtained.
First, all teachers up to now still use
learning in accordance with KTSP and
already have a handbook in accordance
with the referenced curriculum.
Second, LKS has an important role in
learning. LKS can be a tool to increase
student activity in science learning.
This finding is in accordance with the
benefits of LKS according to Majid
(2015: 371) which revealed that the use
of LKS can help direct learning so that
it is more effective and efficient
Third, the use of LKS is seen
as not maximized because the current
LKS conditions do not meet the needs
of teachers and students. Fourth, all
teachers want teaching materials in the
form of LKS that can train students to
develop their competencies in science
learning. LKS must emphasize the
process of finding information through
student activities, not just presenting
information. In addition, LKS must
contain student activities that are not
only academic, but also in developing
the ability to communicate and
cooperate. The absence of instructions
for the students' experimental activities
that should be on the LKS causes the
teacher to have difficulties in inviting
students to conduct experiments so that
the teacher really needs teaching
materials in the form of LKS that have
complete and easy-to-understand
experimental activity instructions.
Students and teachers use
teaching materials in the form of
science and LKS teaching books.
Students see the need for development
of science worksheets on the grounds
that LKS makes it easier for students to
master the concept of style, students get
enough space to express themselves
through writing and or drawing
activities, and activities contained in
the LKS can strengthen the material
provided. In addition, LKS also needs
to develop interesting and relevant
types of writings and images.
The preparation of the
prototype Science Science Worksheets
based on Predict, Observe, Explain
(POE) Learning Model on the style
material for fifth grade students in
elementary school refers to the stages
of POE learning, namely predicting,
observing, observing, and the stage of
explaining the results of the experiment
(explain). Preparation of worksheets is
based on the results of the analysis of
the needs of teachers and students by
trying to meet the requirements for the
preparation of good quality worksheets
according to Darmodjo and
Kaligis, 1991 (Salirawati (2009: 2-3)
consisting of didactic, construction and
engineering requirements.
The existence of innovative
LKS can make learning more
enjoyable. Therefore, the development
of this LKS has followed the steps in
preparing the LKS in accordance with
the Ministry of National Education
(2008: 23-24) consisting of curriculum
analysis, compiling maps of LKS
needs, determining the title of student
worksheets, and writing LKS. The LKS
writing contains covers, competency
coverage sheets, opening sheets,
activity sheets, directives for making
temporary guesses, directives for
conducting experiments, directives to
draw conclusions and explanations, and
explanations from my teacher, which is
then done by design validation by
experts.
Based on the design
validation by experts, it was found that
there are some shortcomings of the
initial LKS products as follows. (1)
"Teacher Explanation" is better placed
on a separate page as an explanation of
the answers to each student's activities.
(2) The need for additional
experimental parameters in activity 1
and activity 6. (3) The need for
improvement in the experiment
instructions for activity 4. (4) The use
of several terms is improved so that it is
easier for students to understand grade
V SD. (5) It needs to be added to the
competency map. The expert team
stated that in general LKS was feasible
and fulfilled didactic, construction, and
engineering requirements so that it
recommended that worksheets be tested
in an intensive manner so that they
could be truly useful for students and
teachers in fifth grade elementary
school science learning.
The LKS trial consisted of
limited trials with One-Shot Case Study
research designs and wider trials with
One Group Pretest-Posttest Design. In
the implementation of limited trials,
learning activities begin with
apperception in accordance with the
RPP. Students then group to conduct
experiments. In groups, students get the
opportunity to work together to carry
out various activities within the LKS
using the three main steps of POE
learning namely prediction,
observation (observation), and
explanation according to White and
Gunstone in 1992 (Liew, Treagust,
David, 1998: 2) which was then
followed by a test.
Analysis of limited trial data
was conducted to determine the quality
of LKS prototypes through analysis of
questionnaire data and test data. The
results of the LKS assessment
questionnaire obtained from students
showed that the LKS prototype was
feasible to use because it had fulfilled
all the requirements for preparing the
LKS properly. Even so, the LKS
prototype still needs to be improved
according to the input from the teacher
and students which is obtained in the
implementation of limited trials.
The active involvement of
students in learning that arises when the
implementation of limited trials using
the prototype of POE-based Science
LKS turns out to be in accordance with
Ayvaci's research (2013) which states
that POE learning is effective learning
and can trigger students to be actively
involved in science learning so that it is
not doubtful if the average learning
outcomes of students using LKS
prototypes are better than the
predetermined comparison, which is a
score of 80.36. This fact confirms that
the LKS prototype used in this limited
trial fulfills the requirements and can be
continued at the wider trial stage.
The implementation of the
wider trial has gone well. Teachers can
carry out learning smoothly using LKS
prototypes. This good and effective
learning has played a role in optimizing
the use of LKS prototypes so that it can
help students achieve competencies,
making it clear that there are significant
differences in the average student test
results before and after using a POE-
based science LKS prototype. The
results of the implementation of this
wider trial are in line with the results of
the student questionnaire which
showed that the LKS prototype had
fulfilled the requirements for the
preparation of LKS with very good
quality.
The implementation of the
LKS prototype test in this study had a
positive impact on science learning
activities in class V. The
implementation of science worksheets
in accordance with the POE syntax
caused students to be enthusiastic in
learning. Through predict activities,
students have been directed to shape
their new knowledge based on the
knowledge they already have. This is in
accordance with the research of Hsu
Tsai, and Liang (2011) which states that
the picture of students can be explored
or explored well at the predictive stage
so that student learning outcomes can
certainly increase.
Students' skills in conducting
experiments develop through the
provision of direct experience
(experimental activities) in the Observe
phase which is well designed in the
LKS. This finding turns out to be in
accordance with the results of the study
of Syawaludin and Rintayati (2016)
who applied POE learning to improve
the science process skills of elementary
school students. In addition to students'
experimenting skills, the observe stage
has a role in fostering a good attitude
between students. The implementation
of the explain step at the development
stage of this model provides
opportunities for students to develop
communication skills. Thus, the LKS
has been proven effective and feasible
to be used by LKS users.
stating that LKS prototypes meet good
quality, with didactic scores of 3.42,
construction score of 3.21, and
technical score of 3.50 so that it can be
tested with revisions. (3) Determination
of LKS prototypes to become LKS
based on the POE model on style
material for class V students through
limited trials and wider trials obtain
results namely LKS arranged in
accordance with the syntax of the POE
learning model. In addition, LKS has
fulfilled all requirements for LKS
preparation, is effective, and in
accordance with the views of experts
and users so that it is feasible to use.

CONCLUSION
Based on the results of the
study, the conclusions of this study are
as follows. (1) The preliminary study
phase shows that worksheets available
in the field do not meet the needs of
teachers and students in science
learning in class V, including: LKS has
not emphasized the information
discovery process, LKS is still a
collection of questions and material,
and LKS appearance has not attracted
interest reader. LKS needs to be
developed in order to meet the
requirements for LKS preparation
based on learning predict, observe,
explain (POE) for effective science
learning. (2) Development begins with
compiling LKS prototypes followed by
expert validation on LKS prototypes
 DAFTAR PUSTAKA

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 HASIL RESUME
Pendidikan IPA diharapkan
dapat menjadi wahana bagi peserta
didik untuk mempelajari diri sendiri
dan alam sekitar, serta prospek
pengembangan lebih lanjut dalam me-
nerapkannya di dalam kehidupan
sehari-hari. (Depdiknas, 2006: 7).
Gaya merupakan salah satu materi di
dalam ruang lingkup pembelajaran IPA
SD yang dibelajarkan untuk siswa
kelas V SD. Materi gaya sangat penting
untuk peserta didik karena
pemanfaatannya berkaitan erat dengan
alat-alat teknologi yang mempermudah
kegiatan manusia dalam kehi- dupan
sehari-hari. Tahapan berpikir pada
siswa SD adalah operasional konkret.
Siswa sudah mampu berpikir rasional,
seperti penalaran untuk menyelesaikan
suatu masalah yang konkret sehingga
pembelajaran materi gaya di SD yang
berbasis dimensi pengetahuan faktual,
konseptual, prosedural, dan
metakognisi harus didesain dengan
bahan ajar berupa LKS yang
menekankan pada pemberian
pengalaman langsung melalui praktik
kepada siswa. Melalui penggunaan
LKS, pemberian pengalaman langsung
berupa kegiatan praktik dapat
dilakukan oleh siswa untuk
mengembangkan kompetensinya
dalam menjelajahi dan memahami
alam sekitar secara ilmiah.
Berdasarkan hasil dokumentasi
di lapangan, ditemukan fakta bahwa
bahan ajar lembar kerja siswa (LKS)
yang tersedia di SD belum mendukung
terciptanya pembelajaran yang melatih
siswa untuk mengembangkan
kompetensinya dalam memahami alam
sekitar secara ilmiah. LKS masih
banyak memuat soal-soal yang harus
dikerjakan oleh siswa. LKS masih
banyak memuat konsep-konsep teoritis
dan belum seimbang dengan panduan,
Fakta lain yang menyatakan bahwa
masih ditemukan beberapa kekurangan
LKS yang digunakan oleh guru, salah
satu di antaranya adalah penggunaan
kalimat yang digunakan dalam langkah
kerja masih kurang terstruktur
sehingga mengakibatkan siswa kurang
memahaminya.
LKS dapat digunakan sebagai
acuan dalam menuntun siswa untuk
memahami konsep. Namun, hasil
temuan lapangan menunjukkan bahwa
belum tersedia LKS yang dapat melatih
siswa untuk mengembangkan
kompetensinya dalam pembelajaran
IPA. Bahan ajar berupa LKS yang
disusun untuk meningkatkan kualitas
pembelajaran IPA di SD yaitu LKS
IPA berbasis Model Predict, Observe,
Explain (POE) pada materi gaya untuk
siswa kelas V SD. LKS IPA berbasis
POE merupalan LKS yang didesain
dengan menggunakan model
pembelajaran POE pada komponen-
komponennya. LKS yang
dikembangkan ini melibatkan siswa
dalam kegiatan praktikum IPA. Siswa
akan mencapai kompetensinya secara
ilmiah
Model predict, observe,
explain (POE) merupakan model
pembelajaran konstruktivisme yang
menfasilitasi siswa un-tuk aktif
membangun pengetahuannya sendiri
melalui kegiatan memprediksi
(predict), mengamati (observe), dan
memberikan penjelasan (explain).
Penerapan Model POE sangat penting
karena dapat meningkatkan kualitas
pembelajaran di kelas (Kibirige, Osodo
& Tlala, 2014). Siswa akan
memperoleh pengetahuan melalui
eksplorasi dengan alat idera yang
dimilikinya. Siswa diarahkan untuk
membentuk pengetahuan barunya
berdasarkan pengetahuan yang sudah
dimilikinya (Hsu, Tsai & Liang, 2011).
Guru bukan berperan sebagai pengirim
informasi, melainkan sebagai fasilitator
siswa untuk membangun
pengetahuannya sendiri. Model POE
dapat melatih siswa untuk membangun
pengetahuan sesuai dengan cara
berpikirnya. Hal ini didukung oleh hasil
penelitian.
Penelitian dilaksanakan di SD
Negeri Karangasem III, SD Negeri
Totosari, dan SD Negeri Tegalrejo
pada bulan Desember 2016 sampai
dengan Mei 2017. Penelitian ini
merupakan jenis penelitian
pengembangan atau Reseach &
Development (R & D) dengan produk
penelitian yaitu bahan ajar lembar
kerja siswa (LKS) IPA berbasis
predict, observe, explain (POE) pada
materi gaya untuk siswa kelas V.
Subjek penelitian ini terdiri atas
validator sebanyak 3 orang (ahli
materi, ahli bahasa, dan ahli media),
guru sejumlah 3 orang, dan siswa
kelas V SD sebanyak 86 orang.
Teknik pengumpulan data yang
digunakan dalam penelitian ini adalah
tes, angket, wawancara, dan
dokumentasi.
Penelitian ini menggunakan
model pengembangan yang
dimodifikasi oleh Sukmadinata dan
kawan-kawan terdiri atas dua tahap,
yaitu studi pendahuluan dan
pengembangan model. Studi
pendahuluan terdiri atas tiga langkah,
meliputi studi kepustakaan, survei
lapangan, penyusunan produk awal
atau draf model. Kemudian
dilanjutkan dengan tahap
pengembangan yaitu validasi desain
dan ujicoba LKS. Validasi
dilaksanakan dengan menghadirkan
pakar materi, bahasa, dan media.
Hasil penilaian pakar digunakan
sebagai acuan dalam penyusunan draf
LKS untuk selanjutnya diujicobakan.
Uji coba LKS terdiri atas
ujicoba terbatas dan uji coba lebih
luas. Uji coba terbatas menggunakan
desain penelitian One-Shot Case
Study, dan uji coba lebih luas
menggunakan One Group Pretest-
Posttest Design. Sampel diperoleh
menggunakan teknik cluster random
sampling. Pada tahap uji coba
terbatas, siswa mengikuti
pembelajaran menggunakan prototipe
LKS. Siswa kemudian mengisi angket
dan mengerjakan tes untuk
selanjutnya dianalisis menggunakan
one sample t-test.
Sementara itu, pada uji coba
lebih luas, siswa mengerjakan pretest
kemudian mendapatkan kesempatan
untuk menggunakan prototipe LKS
yang sudah diperbaiki berdasarkan
masukan-masukan pada uji coba
terbatas. Setelah itu, siswa mengisi
angket dan mengerjakan posttest. Data
tes kemudian dianalisis menggunakan
paired sample t-test. Jika nilai posttest
sudah melebihi nilai pretest, maka
dapat dikatakan bahwa prototipe
sudah efektif dan memenuhi syarat.
Siswa dan guru memberikan komentar
dan saran perbaikan draf LKS
sehingga pengembangan LKS dapat
sesuai dengan pandangan para pakar
dan sesuai dengan kebutuhan
penggunanya.
Berdasarkan hasil penelitian
pada tahap pendahuluan dapat
diketahui bahwa LKS yang tersedia
belum memenuhi kebutuhan guru dan
siswa. LKS yang tersedia belum
menyediakan ruang yang cukup untuk
mengekspresikan diri siswa melalui
menulis jawaban dan atau
menggambar. Penggunaan gambar
yang masih sedikit dan penggunaan
huruf yang kurang menarik
menyebabkan LKS menjadi bahan
bacaan yang membosankan.
Penyajian informasi berupa materi/
konsep di dalam LKS yang tersedia
belum seimbang dengan kegiatan-
kegiatan yang menugaskan siswa untuk
melakukan percobaanpercobaan yang
dapat membantunya menguasai
kompetensi-kompetensi yang sudah
ditentutukan. Selain itu, LKS belum
baik dalam menggunakan bahasa yang
tepat guna dalam arti dapat dimengerti
siswa.
Berdasarkan hasil
wawancara dengan seluruh guru kelas
V diperoleh informasi sebagai berikut.
Pertama, semua guru hingga saat ini
masih menggunakan pembelajaran
sesuai KTSP dan sudah memiliki buku
pegangan sesuai dengan kurikulum
yang dirujuk. Kedua, LKS memiliki
peranan penting dalam pembelajaran.
LKS dapat menjadi alat untuk
meningkatkan aktivitas siswa dalam
pembelajaran IPA. Ketiga, penggunaan
LKS dipandang belum maksimal
karena kondisi LKS yang tersedia saat
ini belum memenuhi kebutuhan guru
dan siswa. Keempat, semua guru
menginginkan bahan ajar berupa LKS
yang dapat melatih siswa untuk
mengembangkan kompetensinya dalam
pembelajaran IPA. LKS harus
menekankan pada proses menemukan
informasi melalui kegiatan siswa,
bukan hanya menyajikan informasi
saja.
Siswa dan guru menggunakan
bahan ajar berupa buku ajar IPA dan
LKS. Siswa memandang perlu adanya
pengembangan pada LKS IPA dengan
alasan, yaitu LKS memudahkan siswa
untuk menguasai konsep gaya, siswa
mendapatkan ruang yang cukup untuk
mengekspresikan diri melalui kegiatan
menulis dan atau menggambar, dan
aktivitas yang dimuat di dalam LKS
dapat memperkuat materi yang
diberikan. Selain itu, LKS juga perlu
mengembangkan jenis tulisan dan
gambar-gambar yang menarik dan
relevan.
Penyusunan prototipe LKS
IPA berbasis Model Pembelajaran
Predict, Observe, Explain (POE) pada
materi gaya untuk siswa kelas V di
sekolah dasar mengacu pada tahap-
tahap pembelajaran POE, yaitu tahap
memprediksi (predict), tahap
melakukan pengamatan melalui
kegiatan percobaan (observe), dan
tahap menjelaskan hasil percobaan
(explain). Penyusunan LKS dilakukan
berdasarkan hasil analisis kebutuhan
guru dan siswa dengan berusaha
memenuhi syarat-syarat penyusunan
LKS berkualitas baik
Berdasarkan validasi
desain oleh para pakar, ditemukan
beberapa kekurangan produk awal LKS
sebagai berikut. (1) “Penjelasan
Guruku” lebih baik diletakkan pada
halaman tersendiri sebagai penjelasan
jawaban atas setiap kegiatan siswa. (2)
Perlunya penambahan parameter
percobaan pada kegiatan 1 dan kegiatan
6. (3) Perlunya perbaikan pada
petunjuk percobaan kegiatan 4. (4)
Penggunaan beberapa istilah diperbaiki
agar lebih mudah dipahami oleh siswa
kelas V SD. (5) Perlu ditambahkan
dengan peta kompetensinya. Tim ahli
menyatakan bahwa secara umum LKS
sudah layak dan memenuhi persyaratan
didaktik, konstruksi, dan teknik
sehingga merekomendasikan agar LKS
dapat diujicobakan dengan diperbaiki
secara intensif agar dapat benar-benar
bermanfaat untuk siswa dan guru dalam
pembelajaran IPA kelas V SD.
Uji coba LKS terdiri atas
ujicoba terbatas dengan desain
penelitian One-Shot Case Study dan uji
coba lebih luas dengan One Group
Pretest-Posttest Design. Pada
pelaksanaan uji coba terbatas, kegiatan
pembelajaran dimulai dengan apersepsi
sesuai dengan RPP. Siswa selanjutnya
berkelompok untuk melakukan
percobaan. Secara berkelompok, siswa
mendapatkan kesempatan untuk
bekerjasama melakukan berbagai
kegiatan di dalam LKS menggunakan
tiga langkah utama pembelajaran POE
yaitu prediksi (prediction), observasi
(observation), dan penjelasan
(explanation).
Keterlibatan siswa secara aktif
dalam pembelajaran yang muncul pada
saat pelaksaanaan uji coba terbatas
dengan menggunakan prototipe LKS
IPA berbasis POE ternyata sesuai
dengan penelitian Ayvaci (2013) yang
menyatakan bahwa pembelajaran POE
merupakan pembelajaran yang efektif
dan dapat memicu siswa untuk aktif
terlibat dalam pembelajaran sains
sehingga tidak diragukan jika rata-rata
hasil belajar siswa yang menggunakan
prototipe LKS lebih baik dari
pembanding yang sudah ditetapkan,
yaitu dengan skor 80,36. Fakta ini
menguatkan bahwa prototipe LKS
yang digunakan dalam uji coba terbatas
ini memenuhi syarat dan dapat
dilanjutkan pada tahap uji coba lebih
luas.
Pelaksanaan uji coba lebih luas
telah berjalan dengan baik. Guru dapat
melaksanakan pembelajaran dengan
lancar menggunakan prototipe LKS.
Pembelajaran yang baik dan efektif ini
telah berperan dalam optimalisasi
penggunaan prototipe LKS sehingga
dapat membantu siswa dalam
mencapai kompetensi dengan
diperjelas bahwa ada perbedaan rata-
rata hasil tes siswa yang signifikan
sebelum dan sesudah menggunakan
prototipe LKS IPA berbasis POE. Hasil
pelaksanaan uji coba lebih luas ini
sejalan dengan hasil angket siswa yang
menunjukkan bahwa prototipe LKS
telah memenuhi syarat penyusunan
LKS dengan kualitas sangat baik.
Pelaksanaan Uji coba prototipe
LKS da-lam penelitian ini memberikan
dampak positif terhadap kegiatan
pembelajaran IPA di kelas V.
Implementasi LKS IPA sesuai dengan
sintaks POE menyebabkan siswa
antusias dalam pembelajaran. Melalui
kegiatan predict, siswa telah diarahkan
untuk membentuk pengetahuan
barunya berdasarkan pengetahuan
yang sudah dimilikinya. Hal ini sesuai
dengan penelitian Hsu Tsai, dan Liang
(2011) yang menyatakan bahwa
gambaran siswa dapat dieksplorasi atau
digali dengan baik pada tahap predict
sehingga hasil belajar siswa tentunya
dapat meningkat.
Keterampilan siswa dalam
melakukan eksperimen berkembang
melalui pemberian pengalaman
langsung (kegiatan percobaan) pada
tahap observe yang didesain dengan
baik di dalam LKS. Temuan ini
ternyata sesuai dengan hasil penelitian
Syawaludin dan Rintayati (2016) yang
menerapkan pembelajaran POE untuk
meningkatkan keterampilan proses
sains siswa SD. Selain keterampilan
bereksperimen siswa, tahap observe
telah berperan dalam menumbuhkan
sikap kerjasama yang baik antarsiswa.
Pelaksanaan langkah explain pada
tahap pengembangan model ini
memberikan kesempatan kepada
siswa untuk mengembangkan
kemampuan komunikasi. Dengan
demikian, maka LKS telah terbukti
efektif dan layak untuk digunakan
oleh pengguna LKS.
Berdasarkan hasil penelitian,
maka simpulan penelitian ini adalah
sebagai berikut. (1) Tahap studi
pendahuluan menunjukkan bahwa
LKS yang tersedia di lapangan belum
memenuhi kebutuhan guru dan siswa
dalam pembelajaran IPA di kelas V,
meliputi: LKS belum menekankan
pada proses penemuan informasi, LKS
masih bersisi kumpulan soal dan
materi, dan penampilan LKS belum
menarik minat pembaca. LKS perlu
dikembangkan agar memenuhi
persyaratan penyusunan LKS berbasis
pada pembelajaran predict, observe,
explain (POE) untuk pembelajaran IPA
yang efektif. (2) Pengembangan
dimulai dengan menyusun prototipe
LKS dilanjutkan dengan validasi ahli
terhadap prototipe LKS yang
menyatakan bahwa prototipe LKS
memenuhi kualitas baik, dengan skor
didaktik sebesar 3,42, skor konstruksi
sebesar 3,21, dan skor teknis sebesar
3,50 sehingga dapat diujicobakan
dengan revisi. (3) Penetapan prototipe
LKS menjadi LKS berbasis model
POE pada materi gaya untuk siswa
kelas V melalui uji coba terbatas dan
uji coba lebih luas memperoleh hasil
yaitu LKS disusun sesuai dengan
sintaks model pembelajaran POE.
Selain itu, LKS telah memenuhi
seluruh persyaratan penyusunan LKS,
efektif, dan sesuai dengan pandangan
para pakar dan pengguna sehingga
layak untuk digunakan.
 DAFTAR PUSTAKA

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