Triastono Imam Prasetyo, Nursasi Handayani, Alifia Rosidatur Zulfa, Laila Nur Alifah
The STEM approach is used to train students' skills to face global competition in the XXI century. However, STEM-based learning tools are still not much developed. Required development of STEM-based biology learning tools in high school. This study uses the ADDIE development model which consists of the stages of analysis, design, development, implement, and evaluation. This study aims to produce learning tools (syllabus, lesson plans and independent learning activity unit (ILAU) in respiration and excretion system material that are valid, practical and effective. Implementation to obtain a valid, practical and effective learning tool using the pirposal model. This learning model is in accordance with the scientific approach used in the 2013 Curriculum. The implementation of the Excretion System material is carried out for 11th- grade students of State Senior High School 1 Garum - Blitar. Whereas the implementation of the Respiration System material was carried out for 11th- grade students of State Senior High School 8 Malang City. Both are carried out in Semester 2 2019/2020. The results of the development research at State Senior High School 1 Garum - Blitar show that STEM-based learning tools are very valid or feasible to be used in excretion system learning activities. The validity of the syllabus by learning tool experts and field practitioners obtained an average of 99.46, lesson plan 97.77 and the average of material experts is 99.14. The ILAU obtained an average of 94.12 and 99.66 by material experts. Cognitive learning outcomes assessment instruments have a mean percentage value of 99.17. The mean of STEM-based learning syntax implementation by the teacher is 96.25, and by students 94.12. The average of practicality of ILAU was 91.29. Based on the effectiveness test it is also known that the N-gain score of 0.74 is classified as high category. The results of the development research at State Senior High School 8 Malang City showed results that were not different from the results at State Senior High School 1 Garum - Blitar. Syllabus validation by learning tool experts and field practitioners each by 100%. The results of lesson plan validation by learning tool experts, material experts, and field practitioners are 100%, respectively. The results of the validation of ILAU by learning tool experts, material experts, and field practitioners were 99.3%, 100%, and 99.3%, respectively. The effectiveness test obtained an N-gain of 0.57 with moderate criteria which means it is quite effective. The practicality test is done by distributing questionnaires and producing figures of 95%, which means it is very practical. © 2021 Author(s).
Department of Biology, Faculty of Mathematics and Science, State University of Malang, Indonesia
