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PENGEMBANGAN RENCANA PELAKSANAAN PEMBELAJARAN MENGGU NAKAN TAKSONOMI PENDIDIKAN SAINS PADA MATERI ELASTISITAS. (Indonesian)

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Background: Based on the results of studies in the field, most learning requires learning outcomes that include the cognitive, affective and psychomotor domains according to Bloom's taxonomy. In practice, bloom-based learning is not balanced because it focuses more on the cognitive domain of students. The affective and psychomotor domains which are also very important for the intellectual development and skills of students are neglected in the learning process at school. Therefore, with the emergence of the new taxonomy of science education, which has five domains, namely the expansion, development, and deepening of the three bloom domains that are able to increase science learning activities, especially physics lessons in class and develop positive attitudes towards physics subjects. The findings of previous research also revealed that teaching physics using McCormack and Yager's Taxonomy helped improve physics achievement of high school students. Objective: This development research aims to produce a Lesson Plan (RPP) using the Science Education Taxonomy on elasticity material. Methods: This research method uses the ADDIE model approach which has five steps, namely Analyze, Design, Develop, Implement, and Evaluate. Results: The research and development that has been carried out has resulted in a Learning Implementation Plan (RPP) using the Science Education Taxonomy on elasticity materials that are feasible to use and implement. Conslusion: The resulting product, namely lesson plans using a taxonomy of science education on elasticity material was declared effective based on a post-test that met the KKM in class XI as many as 21 students in a private high school in Bandung regency. [ABSTRACT FROM AUTHOR]
Latar Belakang: Berdasarkan hasil kajian di lapangan, sebagian besar pembelajaran menuntut hasil belajar yang mencakup ranah kognitif, afektif dan psikomotorik sesuai dengan taksonomi bloom. Dalam pelaksanaannya, pembelajaran berbasis ranah bloom tidak seimbang karena lebih menitikberatkan pada ranah kognitif siswa. Ranah afektif dan psikomotorik yang juga sangat penting bagi perkembagan intelektual dan keterampilan peserta didik diabaikan dalam proses pembelajaran di sekolah. Oleh karenanya, dengan munculnya new taxonomy of science education, yang mempunyai lima domain ini merupakan perluasan, pengembangan, dan pendalaman tiga domain bloom yang mampu meningkatkan aktivitas pembelajaran Sains khususnya pelajaran fisika di kelas dan mengembangkan sikap positif terhadap mata pelajaran fisika. Temuan penelitian terdahulu pun mengungkapkan bahwa pengajaran fisika menggunakan Taksonomi Mc Cormack dan Yager membantu meningkatkan prestasi fisika siswa sekolah menengah. Tujuan: Penelitian pengembangan ini bertujuan untuk menghasilkan Rencana Pelaksanaan Pembelajaran (RPP) menggunakan Taksonomi Pendidikan Sains pada materi elastisitas. Metode: Metode penelitian ini menggunakan pendekatan model ADDIE yang memiliki lima langkah yaitu Analyze, Design, Develop, Implement, and Evaluate. Hasil: Penelitian dan pengembangan yang telah dilakukan menghasilkan Rencana Pelaksanaan Pembelajaran (RPP) menggunakan Taksonomi Pendidikan Sains pada materi elastisitas yang layak digunakan dan diimplementasikan. Kesimpulan: Produk yang dihasilkan, yaitu RPP menggunakan taksonomi Pendidikan Sains pada materi elastisitas dinyatakan efektif berdasarkan post-test yang memenuhi KKM pada kelas XI sebanyak 21 siswa di salah satu SMA Swasta di Kabupaten Bandung. [ABSTRACT FROM AUTHOR]
Copyright of Jurnal Pendidikan Indonesia is the property of Publikasi Indonesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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