Development of Learning Tools with Didactic Situation Design to Improve Student Learning Outcomes

Abstract : This study aims to develop learning tools consisting of teaching modules, student worksheets (LKPD), and learning outcome tests using a problem-based learning model with valid, practical, and effective didactic situations. This study is a development study using Thiagarajan’s 4D development model. Data collection techniques used include observation of the implementation of learning tools, student observation, student test results, and student response questionnaires. The research subjects consisted of 31 students in the trial class, 31 students in the experimental class, and 31 students in the control class. The findings from this study are that the learning tools developed are valid, practical, and effective. Validity was obtained from the validity coefficients of the teaching modules, student worksheets, and numeracy test questions, which were 4.66, 4.50, and 4.29, respectively. The practicality criteria were obtained from the results of a practicality analysis based on observations of the implementation of the learning tools, student observations, and student response questionnaires, which were 91.1% in the very good category, 89% in the good category, and 90.04% in the very positive category, respectively. The effectiveness criteria were based on the results of the learning outcome test analysis, which obtained 83.87% with an average N-Gain score increase of 0.73 in the very high category. Another finding from this study is that the learning tools developed had a significant effect on improving student learning outcomes, as shown by the average N-Gain score of the experimental class of 0.77 in the high category and the average N-Gain score of the control class of 0.65 in the moderate category. Based on statistical tests in both classes, it was found that the N-Gain scores of the experimental class and the control class obtained Sig. (2-tailed) = 0.01 (𝑠𝑖𝑔 <0.05) and the pretest and posttest scores of the experimental class and the control class based on statistical tests obtained Sig. (2-tailed) = 0.016 (𝑠𝑖𝑔 <0.05). This indicates that the application of the problem-based learning model with didactic situations to improve student learning outcomes has a significant effect.