How to cite:
Linda Halimatus Sa'diah, Wachju Subchan, Imam Mudakir. (2022).
The Feasibility of Web-Based Virtual Student Worksheets (LKS) On
Disaster Mitigation Materials to Improve Critical Thinking Skills and
Learning Outcomes. Journal Eduvest. Vol 2(6): 1.039-1.050
E-ISSN:
2775-3727
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Eduvest – Journal of Universal Studies
Volume 2 Number 6, June, 2022
p- ISSN 2775-3735- e-ISSN 2775-3727
THE FEASIBILITY OF WEB-BASED VIRTUAL STUDENT
WORKSHEETS ON DISASTER MITIGATION MATERIALS TO
IMPROVE CRITICAL THINKING SKILLS AND LEARNING
OUTCOMES
Linda Halimatus Sa'diah
1
, Wachju Subchan
2
, Imam Mudakir
3
University of Jember, Indonesia
Email: [email protected]
1
, [email protected]
[email protected].id
3
ARTICLE INFO ABSTRACT
Received:
May, 26
th
2022
Revised:
June, 8
th
2022
Approved:
June, 11
st
2022
The Covid-19 pandemic that hit Indonesia caused panic in the
education sector so that the Education office took
representative actions to prevent the spread of Covid-19 by
carrying out learning activities from home. Learning from
home activities need to be supported by the existence of
teaching materials that can be used by students, so
researchers provide solutions by making the right teaching
materials to use. This study aims to obtain web-based virtual
worksheets on valid disaster mitigation materials to improve
critical thinking skills and learning outcomes. The research
includes research and development (RnD) using Thiagarajan's
4D research model consisting of define, design, development
and disseminate stages. The research data were obtained from
the results of validation carried out by three validators
consisting of two expert validators and one user validator. The
first expert validator scored 85.48%, the second expert
validator scored 97.58% and the user validator scored 95.16%.
The average result of the final validation is 92.74% and the
criteria are very valid (> 85.01%) so that web-based virtual
worksheets are feasible to use or apply.
KEYWORDS
Web-Based Virtual, Student Worksheets, Disaster
Mitigation, Critical Thinking Skills, Learning Outcomes
Linda Halimatus Sa'diah, Wachju Subchan, Imam Mudakir
The Feasibility of Web-Based Virtual Student Worksheets (Lks) on Disaster Mitigation
Materials to Improve Critical Thinking Skills and Learning Outcomes 1.040
This work is licensed under a Creative Commons
Attribution-ShareAlike 4.0 International
INTRODUCTION
Indonesia is geologically located at the confluence of three giant plates, namely the
Eurasian plate, the Indo-Australian plate and the Pacific plate which move at different
speeds and can cause faults, local faults and folds (Lubis, 2020). Indonesia's geographical
conditions have the potential to cause disasters that can result in loss of property, life and
psychological impact (Setyowati, Hardati, Benardi, Hamid, & Anugrahanto, 2021). Types
of disasters are divided into three, namely natural disasters such as earthquakes and
tsunamis, non-natural disasters such as technological failures and pandemics and social
disasters such as conflicts between communities. The non-natural disaster that is currently
hitting Indonesia and even the world is the Covid-19 pandemic which was confirmed on
March 2, 2020 in Indonesia (Yuliarti, 2020).
The emergence of confirmed cases of Covid-19 made the government panic,
especially in the field of education so that the Education office took representative actions
to prevent the transmission of Covid-19 in the education environment by carrying out
learning activities from home known as BDR. The implementation of learning activities
from home encourages teachers innovate in learning systems that are carried out online (on
a network). Distance learning takes advantage of information and communication
technology (ICT) systems, students can access all the information they need from various
sources without any limitations on time, place and territorial area. The use of ICT will
certainly have an impact on all subjects in school, one of which is science.
Science is one of the subjects that must be taken by vocational secondary level
students (SMK) in the field of expertise and management. IPA is a science that studies
natural events and their symptoms through a scientific process that is built with a scientific
attitude so as to produce scientific products (Sari & Faizah, 2018). Science teachers must
be able to carry out teaching and learning activities even with a remote system, one strategy
that can be done by teachers is to provide teaching materials that can attract students'
attention to learning and can improve skills needed in the 21st century, including critical
thinking skills.
Based on the results of field observations conducted by researchers at vocational
schools in Lumajang Regency in the 2020-2021 school year, for instance, 66.7% of 21
students stated that the teaching materials they received were not interesting, while 33.3%
stated that their teaching materials are just normal. The display of unattractive teaching
materials make students are lazy to read or study them so that the learning outcomes
obtained are less than optimal because learning activities do not go well. Teaching and
learning activities ideally can encourage students’ creativity as a whole, encourage active
students so that learning objectives are achieved effectively and learning is fun because it
can attract students' interest (Nasrah & Elihami, 2021)
One of the teaching materials that can foster students’ interest in learning is student
worksheets that are arranged in an interesting way (Asrial & Ernawati, 2020). Latifah
explained that the use of student worksheets can emphasize activities on students’ activities
where students can learn actively, creatively and independently in finding and developing
concepts of knowledge so that it is easier to understand the material well (Pikasari,
Fitriyana, & Purwasi, 2018). Seeing the learning conditions that occur in the field that are
not in accordance with ideal conditions, one of the solutions proposed by researchers in
dealing with these problems is to develop web-based virtual student worksheets to improve
critical thinking skills and learning outcomes.
Eduvest – Journal of Universal Studies
Volume 2 Number 6, June 2022
1.041 http://eduvest.greenvest.co.id
Student Worksheets (LKS) by their nature include printed teaching materials that
contain guidelines for carrying out learning activities that are used by students to gain
knowledge, skills and develop their abilities (Heleri, Situmorang, & Dewi, 2019). LKS has
four functions in teaching and learning activities, since it can increase the active role of
students so that the teacher is not dominant in the learning process, make it easier for
students to understand the material being studied, as one of the teaching materials that is
concise and equipped with tasks to practice, and facilitate the implementation of teaching
to students because they were already designed and programmed well (Syamsul et al.,
2020). A good LKS does not only meet the components that have been regulated by the
Ministry of National Education in 2008, but also meet the eligibility criteria based on the
National Professional Certificate Agency (BSNP) in 2014 which include content
feasibility, presentation feasibility, language feasibility and graphic feasibility (Pratiwi,
Padmadewi, & Paramartha, 2019)
The LKS compiled by the writer is a virtual LKS, the fifth edition of the Big
Indonesian Language Dictionary (KBBI/Kamus Besar Bahasa Indonesia) describes several
virtual meanings, namely real, similar or very similar to something described and/or
appearing/present using computer software such as the internet. Learning materials that are
abstract and must be practiced will make it difficult for students, so students need virtual
media that can be an alternative to real practicum implementation, one of which is by using
a virtual laboratory (Masril, Hidayati, & Darvina, 2018) A virtual laboratory is a series of
laboratory tools that can simulate a real environment
The virtual worksheets designed by the next researchers will be will be included
on the web page to make it easy for students to access. The web is one of the information
and communication technologies that is connected by the internet, the web is an application
using hypertext technology that contains multimedia documents such as text, images,
sound, animation and video which are accessed with the help of software which is often
called a browser (Fajriya, Supriyana, Bahiyatun, & Widyawati, 2017). The website used in
this research is the type of Wordpress.com. Wordpress is an opensource application that is
very popular in the world, even there are 42.6 million new posts every month (Ratnasari,
Siregar, & Maulana, 2021). WordPress is made with open source software or known as
open source software which consists of a programming language and a database. The
advantage of using wordpress is that it is easy to use both by lay people or beginners and
also experts because of the easy programming language, wordpress has a large community
because more than 30% of websites in the world use it so that wordpress users can have
discussions both online and offline, many tutorials available that make it easy for users to
learn independently, the plugins are provided by wordpress to make it easier for users to
manage and add features on the web are numerous and even thousands, many developers
are releasing wordpress themes for free or paid so that users can choose the theme they
want (Mubarok, 2018)
Worksheets that are developed and packaged in virtual form can help students
apply and integrate the concepts and theories that have been found, because these
worksheets are able to present concrete and simple phenomena related to the concepts of
the material students are learning. The virtual concept presented on the web page is in the
form of two dimensions where students can carry out disaster mitigation simulation
activities in the form of preventive actions. LKS is able to guide student learning activities
because it contains instructions for activities that will be carried out by students such as
doing, observing and designing and contains questions whose answers can be sought
independently or in groups (Kumala, Susilo, & Susanto, 2018).
Linda Halimatus Sa'diah, Wachju Subchan, Imam Mudakir
The Feasibility of Web-Based Virtual Student Worksheets (Lks) on Disaster Mitigation
Materials to Improve Critical Thinking Skills and Learning Outcomes 1.042
Web-based virtual worksheets are designed with the aim of improving critical
thinking skills and student learning outcomes. Critical thinking is a skill that a person has
and is used to solve problems logically (Gotoh, 2016). Michael argues that critical thinking
is the ability to think, interpret and evaluate skillfully and actively from the observations,
information and arguments he gets (Bustami, Riyati, & Julung, 2019). Facione developed
six indicators of critical thinking skills consisting of interpretation, analysis, inference,
evaluation, explanation, and self-regulation (Facione, 2011)
Six reasons why do students have critical thinking skills, the first reason is the rapid
development of science and technology so that information circulating from thousands of
information sources needs to be evaluated, and students need to think critically to choose
and sort out which information is truly valid and can be accounted for. The second reason
is because students have high compressive strength so that this strength needs to be directed
at the right things with the provision of critical thinking, the third reason is because students
will live complex lives in the future and they are required to be able to solve the problems
they will face critically. in order to produce good and wise decisions, the fourth reason is
because critical thinking skills are the key to developing creativity that arises because of
the desire to solve problems after seeing natural and social phenomena that occur in a
creative way, the fifth reason is because many jobs require critical thinking skills in solving
existing problems. The last reason is because in everyday life everyone will be faced with
problems that arise in their lives and decision making as a good solution requires critical
thinking skills (Sudrajat, 2021)
Learning outcomes are defined as changes in individuals who carry out the learning
process, these changes include changes in knowledge, ability to form and develop skills,
changes in attitudes, self-control and self-esteem in individuals who learn (Surdin, 2017),
while Gagne states that learning outcomes are the whole process that occurs through
teaching and learning activities in schools which can be expressed by numbers and
measured by learning outcomes tests (Gagne & Briggs, 1974). Learning outcomes can be
used as a benchmark for the level of success of teaching and learning activities that have
been carried out by teachers and students as well as everything related in it such as the
learning model and the media used (Kpolovie, Joe, & Okoto, 2014). Howard Kingsley
divides learning outcomes into three types, the first is skills and habits, the second includes
knowledge and understanding, and the third is attitudes and ideals . Gagne divides learning
outcomes into five types, namely intellectual skills, cognitive strategies, verbal
information, motor skills and attitudes
RESEARCH METHOD
The type of research used is Research and Development (R&D). Research and
Development (R&D) is a type of research that combines qualitative and quantitative
research, to determine the product to be produced, a needs survey is needed (qualitative),
while the effectiveness test needs to use experiments and then the data is analyzed
(quantitatively) (Haryati, 2012).
Web-based virtual worksheet validation aims to determine the feasibility of the
product to be tested in the learning process. The web-based virtual worksheet validation
instrument consists of content and construction feasibility components. Feasibility of
content includes the need, currentness and substance of the material. Construction
feasibility includes visual communication display, learning design, web display and
computer simulation. The validity of the web-based virtual student worksheet was obtained
from the results of logical validation test analysis by expert validators. Web-based virtual
worksheets are said to be valid if the results of the validation carried out by three validators
Eduvest – Journal of Universal Studies
Volume 2 Number 6, June 2022
1.043 http://eduvest.greenvest.co.id
consisting of two expert validators and one user validator meet the minimum criteria of
70.01% or valid category.
Data analysis techniques on web-based virtual LKS validation use percentage data
analysis techniques with the formula:
Information:
V = Percentage of validation
TSE = Total empirical score (sum of validator assessment scores)
TSM = Maximum Total Score (Akbar, 2013)
The data is then analyzed and converted with the following criteria:
Table 1. Criteria for Validation of web-based virtual student worksheets
No
Validity level
1
2
3
4
Very valid, can be used without revision
Quite valid, but needs a little revision
Not valid
Invalid or cannot be used
(Akbar, 2013)
RESULT AND DISCUSSION
The validation of the development product, namely web-based virtual worksheets,
was carried out by three validators, namely two expert validators who were lecturers at
FKIP Jember University and one user validator was a teacher at SMK YP 2 Lumajang. The
product validation instrument is first validated to find out whether the product validation
instrument is suitable to be used to assess or validate web-based virtual worksheets. The
results of the product validation instrument validation can be seen in the table 2.
Table 2. Validation of web-based virtual LKS validation instruments
No.
Item
Expert
validator
Expert
validator
User
validator
1
Instructions for using the instrument are clearly
stated
4
4
4
2
Based on the content aspect, the instrument can
reveal the needs, up-to-date and substance of the
material in the developed web-based virtual
worksheets
3
4
4
3
Based on the construction aspect, the instrument can
reveal the construction structure of the developed
web-based virtual LKS
3
4
4
4
Based on the language aspect, the instrument uses
clear and unambiguous language (double meaning)
3
4
4
5
The instrument sheet provides space for validators
to provide input or revision
4
4
4
Validation Results
85%
100%
100%
Average Validation Results
95%
Table 2 shows the results of the validation carried out by the first expert validator
by 85%, while the validation results by the second expert validator and user validator get a
perfect score of 100%. The final validation results obtained from the average of the three
Linda Halimatus Sa'diah, Wachju Subchan, Imam Mudakir
The Feasibility of Web-Based Virtual Student Worksheets (Lks) on Disaster Mitigation
Materials to Improve Critical Thinking Skills and Learning Outcomes 1.044
validators are 95%, this shows that the web-based virtual LKS validation instrument is very
feasible to use without revision because the validation value is > 85.01%.
The web-based virtual LKS validation instrument is then used to validate the
product with the validation results which can be seen in the table 3.
Table 3. Web-based virtual worksheet validation results
No
Rated aspect
Expert
validator
Expert
validator
User
validator
I
Content Eligibility
A
Need
1
Conformity with the demands of
the 2013 curriculum
4
4
4
2
Conformity to the demands of
critical thinking skills
3
4
3
B
Update
1
Conformity with the development
of science
4
3
4
2
Up-to-date knowledge
3
3
3
3
Concrete examples from the
environment
3
4
4
C
Substance of matter
1
The truth of the substance of the
material is in accordance with
scientific rules
4
4
4
2
The scope of the substance of the
material is complete
3
4
4
3
virtual worksheets contain actual
material
2
3
3
4
The language used is standard and
easy to understand
4
4
4
5
Steps of work containing a
scientific approach
3
4
3
6
Material according to skill
competency
4
4
4
7
Questions in the virtual worksheet
can increase student
understanding
4
4
4
Eduvest – Journal of Universal Studies
Volume 2 Number 6, June 2022
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II
Construction Eligibility
A
Visual communication display
1
The web uses navigation and
hyperlinks that work well
3
4
4
2
Proportionate and attractive
virtual worksheet layout
3
4
4
3
The display of letters is legible
4
4
4
4
Colors of attractive virtual
worksheets
4
4
4
5
Virtual Media can work properly
3
4
4
6
Animations used according to
context
4
4
4
B
Learning design
1
Title of virtual worksheet
according to the content
3
4
4
2
virtual worksheets according to KI
and KD
4
4
4
3
The material is in accordance with
the learning objectives
4
4
4
4
Questions according to learning
objectives
3
4
4
5
Questions can stimulate students
to develop knowledge
3
4
4
6
Simulations allow to increase
students' knowledge
3
4
4
C
Web View
1
Web is easy to access
4
4
4
2
There is interactivity
3
4
3
3
Web can increase student
motivation
3
4
3
D
Computer simulation
1
The simulation used is in
accordance with KD 4
4
4
4
2
The data obtained is logical
3
4
4
3
Simulations can display abstract
material
3
4
4
4
Simulations provide a more
concrete learning experience
4
4
4
Validation Results
85.48%
97.58%
95.16%
Average Validation Results
92.74%
Table 3 shows that there are two aspects of web-based virtual LKS validation
assessment, namely content feasibility and construction feasibility. The results of the
validation carried out by the first expert validator got a score of 85.48% and the second
expert validator got a score of 97.58%, while the validation carried out by the user validator
got a score of 95.16%. The final validation results from the average of the three validations
were 92.74% and entered the very valid criteria. There are several improvements that
Linda Halimatus Sa'diah, Wachju Subchan, Imam Mudakir
The Feasibility of Web-Based Virtual Student Worksheets (Lks) on Disaster Mitigation
Materials to Improve Critical Thinking Skills and Learning Outcomes 1.046
researchers need to make to improve the development of web-based Virtual LKS, these
improvements include adding content and content that is designed to be more attractive,
revamping the concept of disaster risk, types of disasters need to be detailed regarding
definitions, examples, and locations of disasters, adding mechanisms the occurrence of a
disaster, the signs of an earthquake described are more measurable and access the BMKG
website in real time. Web-based virtual worksheets that have been revised then re-validated
and the results were better because they were very in line with the demands of the 2013
curriculum, this can be seen in the validation scores that get perfect scores from the
validators. The assessment of the substance of the material gets a perfect score on the aspect
of the truth of the substance of the material that is in accordance with scientific rules, the
language used is standard and easy to understand, the material is in accordance with the
competence of skills and questions in the virtual worksheet can increase students'
understanding.
Web-based virtual worksheets are very interesting for students to learn, this is
based on the perfect eligibility scores from the validators, namely the aspect of the
appearance of letters, attractive colors of virtual worksheets, and animations used according
to the context. The use of virtual worksheets will facilitate teaching and learning activities
because virtual worksheets are in accordance with KI and KD, the material described is in
accordance with learning objectives, the web is easily accessible and simulations provide
a more concrete learning experience for students.
Validation was done by means of researchers sending validation instruments and
products in the form of web-based virtual worksheets on disaster mitigation materials and
then the validator validates. Validation was carried out twice because from the results of
the first validation there were several suggestions from the validators who made the product
to be revised to be perfected. From the results of the second validation, the product in the
form of a web-based virtual worksheet on disaster mitigation materials can be used without
any revision and is in the very valid category.
The product display of the web-based virtual LKS can be seen in figure 1.
Figure 1. Web-based virtual worksheet design
Figure 1 is a web-based virtual worksheet design, consisting of title, study
instructions, competencies to be achieved, work steps and assessments, main material
containing descriptions of materials and pictures and videos as supporting information,
tasks in the form of working on volcanic eruption disaster mitigation simulations and
Eduvest – Journal of Universal Studies
Volume 2 Number 6, June 2022
1.047 http://eduvest.greenvest.co.id
earthquake disaster. The main material described in web-based virtual worksheets can be
seen in figure 2:
Figure 2. Concept map of material description
Figure 2 shows the description of the material on disaster and disaster mitigation,
the disaster material explains the types of disasters, disaster risk in Lumajang and the
impact of disasters, while disaster mitigation explains the concept of mitigation, types of
mitigation and the objectives of disaster mitigation. Presentation of material in web-based
virtual worksheets is equipped with pictures and videos.
The task given in the web-based virtual worksheet is in the form of a simulation of
volcanic eruption and earthquake disaster mitigation, in which students can perform
appropriate disaster mitigation simulations when disaster comes. The presentation of the
disaster mitigation simulation can be seen in the figure 3.
Figure 3. Display of the volcanic eruption disaster mitigation simulation page
Linda Halimatus Sa'diah, Wachju Subchan, Imam Mudakir
The Feasibility of Web-Based Virtual Student Worksheets (Lks) on Disaster Mitigation
Materials to Improve Critical Thinking Skills and Learning Outcomes 1.048
Figure 3 shows volcanic eruption disaster mitigation which consists of 14 actions
including making lava flow paths, constructing fire and volcanic dust resistant structures,
conducting socialization to the community, recognizing quick and precise evacuation
routes to the gathering point, preparing a standby bag containing equipment what is
urgently needed, monitoring mountain activities, making the village Tangguh a disaster,
not within the radius set by the BMKG, coordinating with the three pillars namely the
government, DUDI and the community, not being in the area of the lava flow, using a
mask/wet cloth and wearing covered clothes and make disaster-prone maps and recognize
signs of earthquakes and monitor information from BMKG in real time.
Figure 4. Display of the earthquake disaster mitigation simulation page
Figure 4 shows earthquake disaster mitigation which consists of 12 actions
including activities to make buildings earthquake resistant, placing cabinets near walls,
hanging frames and mirrors in a safe place, placing glassware in closed places, placing
heavy and large items in the wardrobe. downstairs, identify safe places indoors and
outdoors and determine meeting points, prepare a standby bag containing much-needed
equipment, stay calm and not panic during an earthquake, create evacuation routes and
avoid elevators in the event of an earthquake, socialize earthquake songs, and recognize
signs of a volcanic eruption and monitor information from the BMKG in real time.
CONCLUSION
Based on the results of the research conducted, it was concluded that the results of
developing web-based virtual LKS on disaster mitigation materials reached a value of
92.74% and were categorized as very feasible and could be used without revision with
evidence of the fulfillment of all validation aspects by the validators.
Web-based virtual worksheet products can be used as additional references and can
be applied in everyday life. Researchers suggest for teachers to access, study and try first
before being used in learning
Eduvest – Journal of Universal Studies
Volume 2 Number 6, June 2022
1.049 http://eduvest.greenvest.co.id
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