PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK TERMOKIMIA BERBASIS PROBLEM BASED LEARNING TERINTEGRASI ETNOSAINS PADA FASE F SMA

Education in Indonesia is now transforming with the independent curriculum, which emphasizes student-based, contextual, and problem-solving-oriented learning in chemistry learning, especially thermochemistry material, the application of Problem Based Learning (PBL) integrated with ethnoscience is very relevant to connect the concept of energy in chemical reactions with local practices. The type of research used is educational design research (EDR) with the Plomp development model, this research is limited only to the practicality test stage, without continuing to the assessment stage. The Thermochemistry LKPD based on PBL integrated with Ethnoscience for Phase F of SMA/MA that was developed showed validation results with a V value of 0.92, which is included in the valid category. The practicality test of this LKPD received a very positive response, with assessments from teachers and students indicating that the LKPD was very practical. Based on these two assessments, an average percentage of practicality was obtained which showed that this LKPD was very practical to use in learning. ABSTRAKPendidikan di Indonesia kini bertransformasi dengan kurikulum merdeka, yang menekankan pembelajaran berbasis peserta didik, kontekstual, dan berorientasi pemecahan masalah dalam pembelajaran kimia, terutama materi termokimia, penerapan Problem Based Learning (PBL) terintegrasi etnosains sangat relevan untuk menghubungkan konsep energi dalam reaksi kimia dengan praktik lokal. Jenis penelitian yang digunakan adalah educational design research (EDR) dengan model pengembangan Plomp, penelitian ini dibatasi hanya sampai tahap uji praktikalitas, tanpa melanjutkan ke tahap penilaian. LKPD Termokimia berbasis PBL terintegrasi Etnosains untuk Fase F SMA/MA yang dikembangkan menunjukkan hasil validasi dengan nilai V sebesar 0,92, yang termasuk dalam kategori valid. Uji praktikalitas LKPD ini memperoleh respons sangat positif, dengan penilaian dari guru dan peserta didik yang menunjukkan bahwa LKPD tersebut sangat praktis. Berdasarkan kedua penilaian tersebut, diperoleh rata-rata persentase praktikalitas yang menunjukkan bahwa LKPD ini sangat praktis digunakan dalam pembelajaran.