PENGEMBANGAN BAHAN AJAR PUISI BERBASIS LINGKUNGAN HIDUP DENGAN METODE KARYA WISATA UNTUK KELAS V SD DI KOTA MAGELANG

Abstract

ABSTRAK  Penelitian ini bertujuan untuk mengembangkan bahan ajar menulis puisi menggunakan metode karyawisata.Penelitian dilakukan dengan menggunakan modifikasi metode Research and Development oleh Borg dan Galltahap pengembangan bahan ajar meliputi analisis kurikulum, mencari sumber pustaka (studi literatur),penyebaran angket kebutuhan guru dan siswa, dan penyusunan prototipe bahan ajar; 2) tahap validasi bahanajar dilakukan dengan cara menghadirkan pakar atau ahli (expert judgement); 3) tahap uji coba bahan ajar keduasekolah penelitian; dan 4) menganalisis hasil uji coba dan penyempurnaan bahan ajar. Hasil penilaian validasimenunjukkan persentase keseluruhan yang didapat dari validator adalah 83,75% atau jika dikonversikan kedalam kriteria atau kategori penilaian mendapat predikat layak diujicobakan. Setelah divalidasi bahan ajardujicobakan di sekolah diperoleh hasil dari rekapitulasi respon terhadap bahan ajar menulis puisi di sekolah 1mendapat 84% dengan kategori layak dan di sekolah 2 mendapat 91% dengan kategori sangat layak. Nilaikemampuan siswa dalam menulis puisi di dua sekolah secara keseluruhan terdapat siswa yang nilainya sudahdi atas 75 sesuai dengan kriteria ketuntasan minimal (KKM) menulis puisi di dua sekolah. Artinya dari jumlah58 siswa rata-rata di atas 50% dari jumlah siswa sudah tuntas dalam kompetensi dasar menulis puisi.Kata Kunci: Bahan Ajar, Puisi, Lingkungan Hidup.  ABSTRACT This study aims to develop teaching materials to write poetry using the field trip method. The research wasconducted using a modification of the Research and Development method by Borg and Gall. The developmentstage of teaching materials includes curriculum analysis, searching for library sources (literature studies),distributing questionnaires for teacher and student needs, and preparing prototypes of teaching materials; 2) thevalidation stage of teaching materials is carried out by presenting an expert or expert (expert judgment); 3) thestage of testing the teaching materials of the two research schools; and 4) analyzing the results of testing andrefinement of teaching materials. The results of the validation assessment show that the overall percentageobtained from the validator is 83.75% or if converted into the criteria or category of the assessment, thepredicate deserves to be tested. After being validated the teaching materials were tried out in schools, the resultsobtained from the recapitulation of responses to teaching materials for writing poetry in school 1 got 84% in theproper category and in school 2 got 91% with the very feasible category. The scores of students' ability inwriting poetry in the two schools as a whole, there were students whose scores were above 75 according to theminimum completeness criteria (KKM) in writing poetry in two schools. This means that from the total numberof 58 students, an average of more than 50% of the total number of students have completed basic competencyin writing poetry.Keywords: Teaching Materials, Poetry, Environment