Electronic Theses and Dissertation

Sikap peduli lingkungan dan kemampuan numerasi merupakan isu penting
dalam pendidikan, namun keduanya masih perlu ditingkatkan. Penelitian ini
bertujuan mendeskripsikan proses pengembangan serta menilai kualitas,
kepraktisan, dan keefektifan perangkat pembelajaran proyek. Penelitian ini
merupakan penelitian pengembangan yang mengacu pada model pengembangan
ADDIE. Subjek uji coba sebanyak 32 orang peserta didik kelas X SMA Negeri
Modal Bangsa. Instrumen yang digunakan yaitu: 1) lembar validasi dan angket
keterbacaan, 2) angket respon dan lembar observasi, 3) instrumen tes numerasi dan
angket sikap peduli lingkungan. Analisis data meliputi uji validitas dengan analisis
Gregory (modul dan LKPD) dan Aiken’s V (instrumen tes), serta reliabilitas dengan
Fleiss Kappa (modul dan LKPD) dan Pearson Product Moment (instrumen tes).
Kepraktisan dianalisis melalui konversi data kuantitatif ke kualitatif, sedangkan
keefektifan diukur menggunakan uji N-Gain dan uji-t terhadap peningkatan
numerasi dan sikap peduli lingkungan. Hasil penelitian menunjukkan kualitas
modul ajar valid (0,80) dan reliabel (0,810), LKPD valid (0,64) dan reliabel (0,730),
serta instrumen tes valid (> 0,667) dan reliabel (0,80). Kepraktisan perangkat
mencapai 93% (observer) dan 84% (respon peserta didik). Efektivitas perangkat
ditunjukkan oleh skor N-Gain numerasi 0,66 (kelas eksperimen) dan 0,39 (kelas
kontrol) dengan nilai sig. 0,000, serta rata-rata skor angket sikap peduli lingkungan
kelas eksperimen (80,31) dan kelas kontrol (71,06) dengan nilai sig. 0,004. Dengan
demikian, dapat disimpulkan bahwa perangkat pembelajaran proyek memiliki
kriteria kualitas (valid dan reliabel), praktis dan efektif dalam meningkatkan
kemampuan numerasi dan sikap peduli lingkungan peserta didik.

Environmental awareness and numeracy skills are important issues in education, but both still need to be improved. This study aims to describe the development process and assess the quality, practicality, and effectiveness of project-based learning tools. This is a development study based on the ADDIE development model. The test subjects consisted of 32 tenth-grade students at Modal Bangsa State High School. The instruments used were: 1) validation sheets and readability questionnaires, 2) response questionnaires and observation sheets, 3) numeracy test instruments and environmental awareness attitude questionnaires. Data analysis included validity testing using Gregory's analysis (modules and LKPD) and Aiken's V (test instruments), as well as reliability testing using Fleiss Kappa (modules and LKPD) and Pearson Product Moment (test instruments). Practicality was analyzed through the conversion of quantitative data to qualitative data, while effectiveness was measured using the N-Gain test and t-test for improvements in numeracy and environmental concern attitudes. The research results showed that the teaching modules were valid (0.80) and reliable (0.810), the LKPD was valid (0.64) and reliable (0.730), and the test instruments were valid (> 0.667) and reliable (0.80). The practicality of the devices reached 93% (observer) and 84% (student response). The effectiveness of the device was demonstrated by a numeracy N-Gain score of 0.66 (experimental class) and 0.39 (control class) with a sig. value of 0.000, as well as the average environmental awareness questionnaire score of the experimental class (80.31) and control class (71.06) with a sig. value of 0.004. Thus, it can be concluded that the project-based learning tool meets quality criteria (valid and reliable), is practical, and effective in improving students' numeracy skills and environmental awareness attitude.