REKONSTRUKSI PEMBELAJARAN PENCEMARAN TANAH BERBASIS STEM MELALUI INTEGRASI ARDUINO DALAM E-LKPD UNTUK MEMPERKUAT KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK

Abstract

The growing demand for twenty-first-century competencies requires biology
learning to facilitate students in developing critical thinking skills through authentic,
technology-enhanced learning experiences. Nevertheless, classroom instruction
remains predominantly teacher-centered, limiting students' opportunities to engage
in scientific inquiry and evidence-based problem solving. This study aimed to
develop and evaluate a STEM-based Electronic Student Worksheet (E-LKPD)
integrated with Arduino and a deep learning approach to strengthen students' critical
thinking skills in soil pollution learning. The study employed a Research and
Development (R&D) method using the Four-D model, encompassing the stages of
Define, Design, Develop, and Disseminate. The research involved 30 tenth-grade
students at SMAN 1 Tarik. The developed product was evaluated based on its
validity, practicality, and effectiveness through expert validation sheets, classroom
implementation observations, student response questionnaires, and critical thinking
assessments. The findings revealed that the developed E-LKPD achieved a high
level of validity, demonstrated excellent practicality during implementation, and
effectively enhanced students' critical thinking skills. Students' average
achievement increased from a pretest score of 80 to a posttest score of 92, with an
average N-Gain of 0.63, indicating a moderate improvement. The integration of
Arduino within a STEM-oriented E-LKPD, supported by a deep learning approach,
provides meaningful inquiry-based learning experiences that promote scientific
reasoning and critical thinking. This study contributes to advancing technology
integrated biology instruction by offering an innovative instructional framework for
strengthening higher-order thinking skills in secondary education.