Advances in Social Science, Education and Humanities Research, volume 272
2nd International Conference on Indonesian Education for All (IC-INDOEDUC4ALL 2018)
Implementation of Worksheet Moral Dilemma
Through Problem Solving of Wetlands
Aminuddin Prahatama Putra, Desica Amalia
Biology Education of Universitas Lambung Mangkurat Banjarmasin
aminuddinpatra@ulm.ac.id, desicamalia@gmail.com
Abstract— Scientific problems and phenomena in nature can
be developed in learning. Creating scientific products that have
moral in the educational dimension were solved through
problem-solving, including the problem of wetlands. Material of
wetlands in biology learning is carried out through teaching
moral values through the implementation of worksheet. This
research aims to describe the implementation of the moral
dilemma worksheet on the concept of the Ecosystem Component
through the problem solving of wetlands. This research was a
development research using formative evaluation design from
Tessmer. The research participants were high school students in
Banjarmasin. Data collection was obtained from the assessment
of the average N-Gain ability to solve wetland problems, and
student responses. The analysis of the effectiveness level of
solving wetland problems obtained from post-test scores, and the
students' quantitative responses. The results showed that the
implementation of Moral Dilemma Worksheet on the N-Gain
aspect of understanding the problem was 0.76; aspects of
problem-solving planning 0.64; aspects of solving problems 0.63;
and the aspect of reassessing the outcome of the problem is 0.60.
Student's response to the moral dilemma worksheet moral on the
aspects of interest obtained criteria very interested in the value of
64.83%.
Keywords—Worksheet, moral, dilemma, solving, wetlands.
I. INTRODUCTION
Learning and learning have different but interrelated
concepts. Learning defined as a process of behavior change.
The changing of behavioral including cognitive, affective, and
psychomotor changes. Whereas learning related to reciprocity
and communication between students and teachers. During the
learning process activities, students are asked to integrate their
physical and mental activities to achieve predetermined
learning goals so that the learning process can take place
actively, innovatively, creatively and fun with the use of
learning tools that support the learning atmosphere.
One learning tool that can be used is a student worksheet or
often called a student worksheet (LKPD). LKPD is one of the
learning resources that can be developed by educators as
facilitators in learning activities [1]. LKPD that is prepared can
be designed and developed in accordance with the conditions
and situations of learning activities that will be faced.
Learning High School Biology listed in the Minister of
National Education Regulation No. 22 of 2006 concerning the
standard of education content is to develop the ability to think
analytically, inductively, and deductively by using concepts
and principles of biology. As we all know, the current problem
is that the LKPD used by the teacher is not contextual with the
environment around the students, both the school environment
and the environment of the wetlands around which is
associated with student morale.
This land can be in fresh, brackish and salty waters, the
process of formation can be natural or artificial. temporary or
temporary with landing or flowing water, including the marine
area which at the time of receding is not more than six meters
[2. To get LKPD that suits your needs, developing a LKPD
needs to be combined with a learning model that suits the
needs of students.
Model Steps of Learning Problem Solving according to
Polya [3], is (a model of problem-solving / problem solving)
not just a method of teaching but also a method of thinking,
because in problem-solving can use other methods starting with
finding data to draw a conclusion. The ability to solve
problems related to one's moral consequences, in general, it can
be said to vary according to differences in personality, way of
thinking, and behavior. At present, moral problems that occur
are far more and more complex than moral issues that occur at
an early age [4].
Moral development is often harmonized with one's
cognitive development. Therefore, to see the process of
developing students' morale, problem-solving is needed. The
problem that has been chosen is the problem of the wetland
environment, especially the environment around students. To
create a scientific product that is moral in the educational
dimension is solved through problem-solving, including the
problem of wetlands. Media by utilizing wetlands in biology
learning is carried out through teaching moral values through
the implementation of worksheets. This study aims to describe
the implementation of the moral dilemma of the worksheet on
the concept of the Ecosystem Component by solving the
problem of wetlands.
II. METHOD
This research is a development research (Research
Development). This study used the Formative Evaluation
development model of Tessmer [5]. This development research
produced a product in the form of a Student Worksheet
(LKPD) through a model of solving a morally based wetland
problem on the concept of the Ecosystem Component.
Copyright © 2018, the Authors. Published by Atlantis Press.
This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
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Advances in Social Science, Education and Humanities Research, volume 272
Problem
solving
Average
Solve
problem
Fig. 1. Formative Evaluation design flow
The participants of this study were high school students in
Banjarmasin. Data collection techniques were obtained from
the assessment of average ability to solve wetland problems
and are supported by student responses. Analysis of the
effectiveness level of solving wetland problems from the
acquisition of scores for solving problems and quantitative
responses of students by averaging them then compared with
the adaptation category [6].
TABLE I.
DATA ASSESSMENT CRITERIA FOR PERCENTAGE OF PRODUCT
EFFECTIVENESS.
Percentage
81%-100%
61%-80%
41%-60%
21%-40%
0%-20%
Criteria
Very effective
Effactive
Effactive enough
Less effective
Very Ineffactive
a.
Source: Adapted from [6]
III. RESULT AND DISCUSSION
A. Implementation Data of Student Worksheets
The Students’ Worksheet concept of the Ecosystem
Component consists of 3 LKPD with each topic; (1)
Components of Ecosystems, (2) Relationship between
Components of Ecosystems, (3) Unbalance of Ecosystems. The
effectiveness of LKPD is measured through an assessment of
average ability to solve wetland’s problems and students'
responses or opinions. The data obtained in the form of
quantitative data and qualitative data. Following are the results
of the recapitulation of the LKPD validation of the Concept of
Ecosystem Components in Table II.
TABLE II.
AVERAGE SUMMARY OF PROBLEM SOLVING ASSESSMENT
RESULTS
Problem
solving
Understand
the problem
Average
Identify
problem
Group
LKPD
1 (%)
LKPD
2 (%)
LKPD
3 (%)
1
2
3
4
5
80
80
80
80
80
80
80
80
80
80
80
70
80
80
90
1
2
3
4
80
70
80
70
80
70
80
80
80
80
80
70
Aver
age
(%)
80
76
80
80
83
79.8
80
73
80
73
Average
Check the
results of
problem
solving
(check
answer)
Average
Draw
a
conclusion)
Average
Group
LKPD
1 (%)
LKPD
2 (%)
LKPD
3 (%)
5
80
80
80
1
2
3
4
5
88
92
84
88
88
84
84
84
84
88
84
84
96
88
88
1
2
3
4
5
80
73
73
76
83
86
83
83
80
80
76
86
86
86
80
1
2
3
4
5
80
90
70
80
80
80
80
80
80
90
80
80
80
90
90
Aver
age
(%)
80
77.2
85
86
88
86
88
86.6
81
81
81
81
81
81
80
83
76
83
86
81.6
Cate
gory
Very
Effec
tive
Very
Effec
tive
Very
Effec
tive
Table II showed the average results of student
problem solving in groups at LKPD for meeting 1 about the
Ecosystem Component, LKPD for meeting 2 is on the
Relationship between Components of Ecosystems and LKPD
for meeting 3 about Environmental Unbalance (Ecosystem),
namely the syntax of understanding the problem of average
score data obtained 79.8%, syntax identify problems average
score obtained 77.2%, syntax resolves the problem of an
average score of 86.6%, syntax checks the results of
completion (checking answers) the average score is 81% and
the syntax is interesting conclusion of the average score
obtained is 81.6%. Based on Table II, the average score of
process skills ranged from 77.2% to 86.6% (Categories can be
said to be effective at least) for the implementation of LKPD.
B. Implementation of Student Worksheets
The Student’s Worksheet (LKPD) model for solving the
moral-based wetland problem in the Ecosystem Component
concept developed is classified as effective or well used in the
learning process. The implementation of LKPD can be
obtained from the results of students 'problem solving using
LKPD which is associated with a morally based wetland
environment using the Polya problem solving learning model
implemented which aims to find out the students' responses
during the learning process [7].
Cate
gory
Effec
tive
Effec
tive
60
Persentase
Rata-rata
Persentase Rata-rata
Advances in Social Science, Education and Humanities Research, volume 272
understand
understand
the
theproblem
problem
90
90
85
80
80
75
70
70
identify
identify
problems
problems
11 22 33 4
learningmodel
modelsyntaxan
syntaxan
learning
5
solve
solve
problems
problems
check
checkthe
the
answer
answer
draw
drawaa
conclusion
conclusion
Fig. 2. Average Percentage of results of problem solving seen from LKPD
Meetings 1, 2 and 3
LKPD models, the resolution of morally based wetland
problems in the concept of Components of Ecosystems
developed as effective. The process of solving students’
problems is measured by the students' ability to implement
each syntax of problem-solving models through the results of
students working on LKPD. LKPD development results
measured through students' ability to understand problems,
identify problems, solve problems, examine the results of the
solution (check answers) and draw conclusions.
Based on figure 2 showed the average percentage of the
results of the resolution of the problem LKPD for meetings 1,2
and 3 which are associated with a morally based wetland
environment with problem solving learning model. In the
picture, it can be seen the results of the average assessment of
students in understanding the problem by 79.8% with a good
category. Whereas in the process of identifying the average
problem obtained by 77.2%, then solving the problem is an
average of 86.6%, checking the results of the settlement
(checking answers) the average is 81% and drawing the
average conclusion obtained is 81,6%. So, the average outcome
of problem solving ranged from 77.2% to 86.6% (The
minimum category to be classified effective) for the
implementation of LKPD.
LKPD development results are declared effective to be used
in learning because it has several advantages, such as the use of
problem-solving models associated with wetlands and morals,
each syntax of problem-solving models carried out by students
who will practice the process skills. Zaini and Asnida report
that the effectiveness of learning instruments fulfilled is based
on: a) cognitive learning outcomes that have been completed,
b) results of assessment of critical thinking skills, behavioral
characteristics, and social skills, which have achieved good
categories, e) student activity in learning process that has been
seen [8].
The processing skills to support students' abilities in
finding concepts. As explained by Dimyati and Mudjiono that
the interaction between process skills with facts, concepts and
principles will develop students' attitudes and values [9]. In the
problem-solving process is related to the circumstances of the
environment and student morale. Students are required to
understand each learning model syntax used. The following
problem-solving process is in accordance with the learning
model syntax used.
1) Understand the problem
In the first model problem solving syntax is understanding
the problem, in this step students understand the problem by
writing down what is known and what is asked of the discourse
on the LKPD. Based on the discourse contained in LKPD
students faced problems related to students' moral attitude in
dealing with the surrounding environment and understanding
the problems that occur from the discourse that has been
provided in LKPD. The average student assessment in
understanding the problem is 79.8%. This proves that LKPD is
effectively developed in accordance with the category [6].
Practical means it is easy to use by users and can be given
and used by all students [5]. As stated by Sudarman that
students understand the problem if students are able to express
known and asked data from a given problem [10].
2) Identify problems
The second step of the problem-solving model according to
the pattern is Identifying the problem (drawing up a plan). In
this step students develop strategies and actions to be taken on
the problem given based on understanding the problems they
find in the first syntax. As stated by Sudarman that a number of
strategies can help to formulate a problem-solving plan [10]. In
this step students show the average score in identifying
problems that is 77.2%, this proved that LKPD is developed
using an effective problem-solving model in accordance with
the category [6].
3) Solve the problem
In this step students carry out a problem-solving plan that
has been prepared to solve the given problem and check each
step. In the problem-solving plan students will be motivated in
the process of thinking how to solve / resolve problems and
what actions must be done in solving this problem related to
student morale. In line with Sarbaini, the moral value of
conflict on the task performed by students will encourage the
thinking process, stimulate changes in the development of the
child's cognitive structure towards the position and problem
solving that will be done [11].
In this step the average percentage obtained was 86.6%,
this shows that the LKPD developed using the problem-solving
model is very effective in accordance with Akbar's category
[6]. It can be said effective as students can solve problems
properly. In line with Sari the developed LKPD gets a positive
response from students because it meets the criteria, needs and
what students want, so LKPD can be used as an alternative that
can help students understand the lesson [12].
4) Checking the results of problem solving (checking
answers)
Check the answers obtained. In this step students reexamine the results that have been done so that students can
develop their attitudes and scientific values on themselves. As
stated by Sudarman that thinking or reviewing the steps that
have been done is a very important activity to improve
students' ability in problem solving [10]. In this step the
average percentage obtained was 81%, this shows that the
LKPD developed using the problem-solving model is very
effective in accordance with Akbar's category [6].
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Advances in Social Science, Education and Humanities Research, volume 272
5) Draw conclusions
In the final step, students draw conclusions from the results
of the problem solving. In this step the percentage of the
achieving was an average of 81.6%, this showed that the LKPD
developed using the problem-solving model is very effective in
accordance with Akbar's category [6].
Process skills are similar as thinking skills [13]. When a
learner or instructor uses the product and can be used in its
entirety, each goal can be sorted into a number of specific
questions of general purpose known as effectiveness [14].
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
IV. CONCLUSION
Based on the results of the research and discussion, it
concluded that the implementation of the effectiveness of
LKPD results from the development using a model of moralbased wetland problem solving on the concept of the SMA
Ecosystem Component are effective. As showed the average
percentage of problem-solving results of 77.2-86.6% so it
means that it is effective.
[7]
[8]
[9]
[10]
V. SUGGESTION
This development research focuses only on LKPD, it is
better to develop other learning tools. In this development
research only discusses the implementation of LKPD only and
focusing on one concept of learning, it is better to conduct
LKPD development research on other biological concepts.
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