PENGEMBANGAN LKPD BERBASIS CREATIVE PROBLEM SOLVING (CPS) UNTUK MEMFASILITASI KEMAMPUAN BERPIKIR KRITIS DAN SELF-REGULATED LEARNING PADA MATERI KUBUS DAN BALOK KELAS VIII

Najwa Hanifatu Tsuroya, NIM.: 22104040056 (2026) PENGEMBANGAN LKPD BERBASIS CREATIVE PROBLEM SOLVING (CPS) UNTUK MEMFASILITASI KEMAMPUAN BERPIKIR KRITIS DAN SELF-REGULATED LEARNING PADA MATERI KUBUS DAN BALOK KELAS VIII. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study aims to develop Creative Problem Solving (CPS) based student worksheets on cubes and rectangular prisms for eighth-grade junior high school students that meet the criteria of validity, practicality, and effectiveness. The development of these instructional materials is focused on facilitating the students’ critical thinking skills and self-regulated learning in the mathematics learning process. This study is a research and development (R&D) study that applies the ADDIE development model, which consists of five structured phases, analysis, design, development, implementation, and evaluation. The data collection instruments used in this study include a validation sheet to test the product’s feasibility, a student response questionnaire and a learning observation sheet to measure practicality, as well as a critical thinking skills test and a self-regulated learning questionnaire to measure the product’s effectiveness. The research results show that the CPS based worksheets developed met all product quality criteria. The validity of the worksheets was determined through a validation process conducted by three validators, yielding an average score of 161.3, which falls into the “good” category and meets the validity criteria. The practicality of the worksheets was determined based on an analysis of students’ post-instruction questionnaire responses, which achieved an average score of 61.9, a result that falls into the “positive” category and meets the practicality criteria. Meanwhile, the effectiveness of the worksheets was determined through an analysis of posttests and questionnaires administered after the pilot study, as evidenced by a 71,8% mastery rate in critical thinking skills and an average self-regulated learning score of 56, both of which fall into the “high” category and meet the criteria for effectiveness.

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