Hashina Izzatin Nida, Achmad Ali Fikri

MODEL COOPERATIVE LEARNING SEBAGAI PENGEMBANGAN LESSON PLAN PADA SUB MATERI PROTISTA MIRIP HEWAN DI TINGKAT SMA/MA

Introduction

Model cooperative learning sebagai pengembangan lesson plan pada sub materi protista mirip hewan di tingkat sma/ma. Kembangkan lesson plan materi Protista mirip hewan SMA/MA dengan model cooperative learning. Penelitian ini meneliti kelayakan implementasi model pembelajaran 4D untuk meningkatkan proses belajar mengajar.

Abstract

Proses belajar mengajar berkaitan erat dengan rencana pembelajaran yang telah disusun dan dipersiapkan oleh guru di dalam sebuah perangkat pembelajaran atau lesson plan. Lesson plan haus dikembangkan dengan baik untuk mencapai sebuah tujuan pembelajaran yang diinginkan. Peneltian ini bertujuan untuk mengetahui kelayakan lesson plan yang memberikan gambaran tentang implementasi pembelajaran model cooperative learning pada sub materi protista mirip hewan. Lokasi pelaksanaan penelitian berada di MA NU Raudlatus Shibyan Kudus. Jenis penelitian ini menggunakan metode RnD dengan model 4D. Model ini menggabungkan keterampilan individu siswa dan sikap kooperatif dengan langkah-langkah pembelajaran yang jelas. Subjek penelitian meliputi calon guru biologi, guru biologi, dan siswa kelas X dengan metode observasi, data wawancara, dan dokumentasi kegiatan sebagai teknik pengumpulan data. Hasil penilitan menunjukkan bahwa aspek pengembangan lesson plan dengan materi, tujuan, model, metode, strategi, penilaian, dan alokasi waktu telah berhasil dilaksanakan. Tetapi, dari beberapa aspek tersebut masih perlu diperbaiki dan dikembangkan lebih lanjut, dengan demikian, pengembangan akan menjadi lebih sistematis ketika digunakan dalam proses pembelajaran.

Review

This manuscript presents an effort to develop a cooperative learning-based lesson plan for animal-like protists in high school settings, utilizing a Research and Development (RnD) approach with the 4D model. The study aims to assess the feasibility of this lesson plan by observing its implementation, involving student teachers, biology teachers, and students in MA NU Raudlatus Shibyan Kudus. The abstract indicates that while various aspects of the lesson plan (materials, objectives, model, methods, strategy, assessment, and time allocation) were successfully implemented, there is still room for further refinement and development to ensure its systematic application in the learning process. The paper makes a valuable contribution by focusing on the systematic development of a lesson plan, particularly for a specific and often challenging topic like protists, using a pedagogical model known for its effectiveness in fostering student collaboration. The application of the 4D RnD model provides a structured framework for the development process, which is commendable. Furthermore, the inclusion of multiple perspectives—prospective teachers, experienced teachers, and students—in the data collection process through observation, interviews, and documentation adds depth to the understanding of the lesson plan's implementation and potential impact. This multi-stakeholder approach enhances the robustness of the feedback gathered during the development phase. While the initiative to develop a robust lesson plan is positive, the abstract raises several questions regarding the clarity of the "feasibility" assessment and the specific nature of the required improvements. The statement that "aspek pengembangan lesson plan... telah berhasil dilaksanakan" yet "masih perlu diperbaiki dan dikembangkan lebih lanjut" warrants further elaboration. It would be beneficial for the full paper to clearly articulate *which* specific aspects require further refinement and *why*, based on the collected data. Moreover, while implementation is observed, the abstract does not explicitly link the lesson plan's development to concrete improvements in student learning outcomes or engagement, which is a critical measure for the success of any pedagogical innovation. A clearer discussion on how the "perbaikan dan pengembangan" will be measured and validated in terms of actual learning impact would significantly strengthen the paper's conclusions.

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