Electronic Theses and Dissertation

Pembelajaran IPA di tingkat SMA masih menghadapi permasalahan rendahnya minat sains dan hasil belajar kognitif akibat kurangnya pembelajaran yang kontekstual dan keterlibatan aktif peserta didik. Penelitian ini bertujuan untuk menganalisis kelayakan LKPD berbasis Science, Technology, Engineering, and Mathematics (STEM) dengan konteks media tanam pupuk slow release (PSR) berbahan batang pisang, serta pengaruhnya terhadap respons guru, minat sains, dan hasil belajar peserta didik. Penelitian menggunakan pendekatan eksperimen dengan desain pre-test–post-test control group. Subjek terdiri dari kelas eksperimen dan kontrol masing-masing 25 peserta didik. Instrumen meliputi lembar validasi, angket, dan tes hasil belajar yang telah diuji validitasnya. Data dianalisis menggunakan statistik deskriptif, N-Gain, dan independent sample t-test. Hasil menunjukkan bahwa minat sains kelas eksperimen meningkat dari 59,6 menjadi 80,44, dengan nilai N-Gain sebesar 0,71 (kategori tinggi), sedangkan kelas kontrol sebesar 0,62 (kategori sedang). Uji t-test menunjukkan perbedaan signifikan (p = 0,001 < 0,05). Respons guru juga menunjukkan persepsi positif terhadap kepraktisan LKPD. Disimpulkan bahwa LKPD berbasis STEM dengan konteks PSR batang pisang valid, layak, dan efektif dalam meningkatkan minat sains serta hasil belajar peserta didik. LKPD ini berpotensi sebagai perangkat pembelajaran kontekstual dan berorientasi keberlanjutan.

Kata kunci: LKPD berbasis STEM, pupuk slow release, batang pisang, minat sains, hasil belajar IPA.

Science learning at the senior high school level still faces challenges related to low students’ science interest and cognitive learning outcomes, primarily due to the lack of contextual learning and limited student engagement. This study aimed to examine the feasibility of STEM-based student worksheets incorporating a banana pseudo-stem-based slow-release fertilizer (SRF) planting medium, as well as to investigate their effects on teachers’ responses, students’ science interest, and cognitive learning outcomes. This research experimental method using a pre-test–post-test control group design. The participants consisted of an experimental class and a control class, each comprising 25 students. The research instruments included validation sheets, teacher response questionnaires, a science interest questionnaire, and a cognitive achievement test, all of which were validated prior to use. Data were analyzed using descriptive statistics, normalized gain (N-Gain), and an independent sample t-test. The results showed that students’ science interest in the experimental class increased from 59.6 to 80.44, with an N-Gain score of 0.71 (high category), while the control class achieved 0.62 (moderate category). The t-test results indicated a significant difference between groups (p = 0.001 < 0.05). In addition, teachers demonstrated positive perceptions regarding the practicality and usefulness of the STEM-based worksheets. In conclusion, STEM-based worksheets incorporating a banana pseudo-stem-based SRF medium are valid, feasible, and effective in enhancing students’ science interest and cognitive learning outcomes. These worksheets have strong potential as contextual, student-centered, and sustainability-oriented instructional materials. Keywords: STEM-based LKPD, slow release fertilizer, banana pseudo-stem, science interest, science learning outcomes.