Electronic Theses and Dissertation

Keterampilan kolaborasi dan keterampilan proses sains (KPS) merupakan kompetensi penting dalam pembelajaran IPA, namun belum berkembang secara optimal karena penggunaan bahan ajar yang kurang mendukung pembelajaran aktif. Penelitian ini bertujuan untuk menganalisis pengaruh implementasi E-LKPD interaktif berbasis scaffolding terhadap keterampilan kolaborasi dan KPS peserta didik pada materi Energi. Penelitian ini menggunakan metode eksperimen semu dengan desain Nonequivalent Control Group Design. Sampel penelitian terdiri atas 60 peserta didik kelas VIII SMP Muhammadiyah 1 Banda Aceh yang dibagi menjadi kelas eksperimen (n = 30) dan kelas kontrol (n = 30). Instrumen penelitian meliputi tes KPS, angket keterampilan kolaborasi, dan lembar observasi. Hasil penelitian menunjukkan bahwa rata-rata N-Gain keterampilan kolaborasi pada kelas eksperimen sebesar 0,73, lebih tinggi dibandingkan kelas kontrol sebesar 0,41. Rata-rata N-Gain KPS pada kelas eksperimen sebesar 0,70, sedangkan kelas kontrol sebesar 0,61. Hasil uji Independent Sample t-Test menunjukkan perbedaan yang signifikan antara kedua kelas (p < 0,05). Selain itu, sebagai temuan tambahan, uji korelasi Pearson menunjukkan hubungan positif yang signifikan antara keterampilan kolaborasi dan KPS (r = 0,48; p = 0,006). Dengan demikian, implementasi E-LKPD interaktif berbasis scaffolding dapat menjadi alternatif pembelajaran yang efektif untuk meningkatkan keterampilan kolaborasi dan KPS peserta didik pada pembelajaran IPA.

Kata Kunci: E- LKPD Interaktif, Scaffolding, Keterampilan Kolaborasi, Keterampilan Proses Sains

Collaborative skills and science process skills (SPS) are essential competencies in science education; however, their development has not been optimal due to the use of instructional materials that inadequately support active learning. This study aimed to analyze the effect of implementing an interactive Electronic Student Worksheet (E-LKPD) based on scaffolding on students' collaborative skills and science process skills in the topic of Energy. This study employed a quasi-experimental method using a Nonequivalent Control Group Design. The sample consisted of 60 eighth-grade students from SMP Muhammadiyah 1 Banda Aceh, divided into an experimental class (n = 30) and a control class (n = 30). The research instruments included a science process skills test, a collaborative skills questionnaire, and an observation sheet. The results showed that the mean N-Gain score for collaborative skills in the experimental class was 0.73, which was higher than that of the control class (0.41). Likewise, the mean N-Gain score for science process skills in the experimental class was 0.70, compared to 0.61 in the control class. The results of the Independent Samples t-test indicated a significant difference between the two groups (p < 0.05). In addition, as a supplementary finding, the Pearson correlation analysis revealed a significant positive relationship between collaborative skills and science process skills (r = 0.48; p = 0.006). Therefore, the implementation of an interactive scaffolding-based E-LKPD can serve as an effective instructional alternative for improving students' collaborative skills and science process skills in science learning. Keywords: Interactif E-LKPD, scaffolding, colaboration skills, science process skills.