Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Natural Science Education Page 645
improving the efficiency and effectiveness of learning as well as interest and motivation to learn, and 2 the achievement of some basic competence as well.
In the process of learning including learning science requires planning. In Government Regulation No. 19 Year 2005 on National Education Standards Article 20, stating the
planning process of learning covering the syllabus and lesson plan contains minimal learning objectives, teaching materials, teaching methods, learning resources, and assessment of
learning outcomes. Ibrahim in Trianto 2010: 96 suggested learning tools are a number of materials, tools, media, instructions and guidelines to be used in the learning process. In other
words, learning is a set of media devices or means used by teachers and learners in the learning process in the classroom, among others: syllabus, lesson plans, Instructional
Materials, Student Worksheet LKS, or Test Evaluation Instrument Learning Outcomes, as well as the Learning Media Van Gobel, 2011: 11.
2. Materials and Methods
This study uses research and development to develop the science learning SMP MTs in an integrated manner. The development uses 4-D models by Thiagarajan et al. 1974: 5 that
includes define, design, develop, and disseminate the necessary adjustment. Stages of development is presented in Figure 1.
In the define phase analysis includes an analysis of the needs of the front end front end analysis, analysis of learners learner analysis, analysis of the task task analysis, analyzes
the concept concept analysis, and analysis of the formulation of learning objectives specifying instructional objectives. In design to design prorotipe science learning device
integrated in the material form of substance and amendments thereto, in the form of a lesson plans and teaching materials, b develop test criteria as the first act early to determine the
ability of learners, and as a means of evaluation after the implementation of activities; C selecting instructional media in accordance with the characteristics of the material and
learners; D select the shape model of learning in accordance with the presentation of instructional media used; and e to simulate the presentation of material to the media and the
steps that have been designed. In addition, the design phase focused on the writing and adoption of learning tools, consultation with experts, and discussions with colleagues. At this
stage of develop expert appraisal carried out activities that validate or assess the feasibility of the design of the product by an expert specialist and revise appropriate expert input, and
developmental testing activities that test and revise product designs based on the test results, then the implementation of the model in the wider region. On stage disseminate implemented
by way of socialization in the form of a workshop workshops on activities Subject Teachers Council MGMP IPA and relevant agencies, as well as product development of learning tools
is published in scientific journals.
3. Result and Discussion 3.1
