<> <http://www.w3.org/2000/01/rdf-schema#comment> "The repository administrator has not yet configured an RDF license."^^<http://www.w3.org/2001/XMLSchema#string> . <> <http://xmlns.com/foaf/0.1/primaryTopic> <http://eprints.uny.ac.id/id/eprint/37749> . <http://eprints.uny.ac.id/id/eprint/37749> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Thesis> . <http://eprints.uny.ac.id/id/eprint/37749> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Article> . <http://eprints.uny.ac.id/id/eprint/37749> <http://purl.org/dc/terms/title> "PENGEMBANGANLKPD IPA BERBANTUAN DIAGRAM VEE DENGAN PENDEKATAN\r\nAUTHENTIC INQUIRY LEARNING UNTUKMENINGKATKAN KETERAMPILANPROBLEMSOLVINGDAN SIKAP PEDULI LINGKUNGAN\r\nPESERTA DIDIK KELAS VII SMP"^^<http://www.w3.org/2001/XMLSchema#string> . <http://eprints.uny.ac.id/id/eprint/37749> <http://purl.org/ontology/bibo/abstract> "Penelitian ini bertujuan untuk mengetahui: (1) kelayakan hasil pengembangan LKPD IPA berbantuan diagram Vee dengan pendekatan authentic inquiry learning menurut dosen ahli dan guru IPA;(2) peningkatan ketrampilanproblem solving;dan (3) sikap peduli lingkungan peserta didik kelas VII SMP setelah menggunakan LKPDIPA berbantuan diagram Vee berpendekatan authetentic inquiry learning.\r\nPenelitian ini merupakan penelitian pengembangan (R&D) dengan model 4-D. Tahap-tahap penelitian ini meliputi tahap define (pendefinisian), design (perancangan), develop (pengembangan), dan disseminate (penyebarluasan). Subjek penelitian adalah dosen ahli, guru IPA, dan peserta didik kelas VIIF SMP Negeri 6 Yogyakarta.Instrumen penelitian yang digunakan meliputi lembar validasi danangket respon peserta didikuntuk menilai kelayakan LKPD IPA;instrumen lembar observasi keterlaksanaan pembelajaran digunakan untuk mengetahui keterlaksanaan pembelajaran authentic inquiry learning;instrumen pretes-posttestdan lembar observasi problem solving digunakan untuk mengetahui peningkatan keterampilan problem solving peserta didik; sertainstrumen angket sikap peduli lingkungandigunakan untuk mengetahui peningkatan sikap peduli lingkungan peserta didik. Data kelayakan LKPD IPA dianalisis menggunakan konversi empat kategori; data keterlaksanaan pembelajaran dianalisis menggunakan konversi persentase keterlaksanaan; data pretes-posttestproblem solving dianalisis menggunakan gain score; serta data keterampilanproblem solvingdan angket sikap peduli lingkungan dianalisis menggunakan konversi persentase lima kategori.\r\nHasil penelitian dari pengembangan LKPD IPA adalah (1) kelayakan LKPD IPA berbantuan diagram Vee berpendekatan authentic inquiry learning termasuk dalam kategori sangat baik menurut dosen ahli dan guru IPA sehingga memenuhi kelayakan sebagai bahan ajar. Hal ini didukung berdasarkan hasil respon peserta didik yang berada pada kategori sangat baik. (2) LKPD IPA dapatmeningkatkan keterampilan problem solving dibuktikan dengan hasil perhitungandengan gain score diperoleh nilai 0,79 dengan kategori tinggi, didukung berdasarkan hasil observasi dari pertemuan pertama dengan kategori sangat rendah, pertemuan kedua dengan kategori cukup, dan pertemuan ketigadengan kategori sangat baik; (3) peningkatansikap peduli lingkungan peserta didik berdasarkan angket diperoleh persentase 69,92% dengan kategori cukup meningkat menjadi 88,75% dengan kategori sangat baik. \r\nKata Kunci: LKPD IPA, Authentic Inquiry Learning, Problem solving, Sikap Peduli Lingkungan"^^<http://www.w3.org/2001/XMLSchema#string> . <http://eprints.uny.ac.id/id/eprint/37749> <http://purl.org/dc/terms/date> "2016-05-30" . <http://eprints.uny.ac.id/id/document/296889> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Document> . <http://eprints.uny.ac.id/id/document/296890> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> 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