PENGEMBANGAN MODUL AJAR DAN LEMBAR KERJA SISWA (LKS) PEMBELAJARAN DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) SEBAGAI IMPLEMENTASI KURIKULUM MERDEKA

Komariah, Siti Hafifah (2024) PENGEMBANGAN MODUL AJAR DAN LEMBAR KERJA SISWA (LKS) PEMBELAJARAN DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) SEBAGAI IMPLEMENTASI KURIKULUM MERDEKA. Skripsi (S1) thesis, Universitas Muhammadiyah Ponorogo.

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Abstract

The purpose of this study is to develop teaching modules and student worksheets (LKS) using a Contextual Teaching and Learning (CTL) approach that can be utilized by students. Improving the quality of learning in vocational schools requires collaborative efforts from various parties, particularly in developing appropriate learning tools. As a
result, vocational school graduates are expected to acquire the competencies needed for the workforce and possess sufficient knowledge to pursue higher education.
This research employs a modified Research and Development (R&D) approach. The research steps include 1) potential and problems, 2) data collection, 3) product design, 4) expert validation, 5) design revision, 6) product trial, and 7) product revision. Product assessment is conducted in two stages: assessment by expert validators and student response questionnaires. Product validation is performed by expert validator I and expert validator II, while a limited trial is conducted with 29 students from class XI Culinary 2. Data collection techniques involve questionnaire instruments, including expert validation questionnaires and student response questionnaires.
The results of this study are the development of teaching modules and learning worksheets with the CTL approach. The development steps include a needs analysis stage through interviews, product design involving product preparation, validation by two experts, and limited trials with students. The validation results for the development of teaching modules and worksheets are as follows: expert validator I provided scores of 75% and 73.21%, which fall into the valid category, while expert validator II provided scores of
88.63% and 82.14%, which are categorized as very valid. Additionally, a limited trial was conducted with students from Class XI Culinary 2, resulting in a practicality score of 89.43%, which is categorized as very practical. Based on the assessments by expert validators and students, it can be concluded that the teaching module and worksheet with the CTL approach meet the criteria for being both valid and practical.

Item Type:	Thesis (Skripsi (S1))
Uncontrolled Keywords:	teaching modules, student worksheets, CTL approach, vocational school student competencies, independent curriculum
Subjects:	L Education > L Education (General)
Divisions:	Departement of Teacher Training and Education > Department of Mathematics
Depositing User:	fkip . userfkip
Date Deposited:	12 Sep 2024 01:47
Last Modified:	03 Nov 2025 02:29
URI:	https://eprints.umpo.ac.id/id/eprint/15187

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