Development of Student Worksheets based on Problem-Based

Learning

Anisaul Hasanah

, Puji Handayati

Joni Susilowibowo

Graduated school of Universitas Negeri Malang

Universitas Negeri Malang

Graduated school of Universitas Negeri Surabaya

Keywords: Student Worksheets, Problem Based Learning, Value Added Tax.

Abstract :

Student worksheets based Problem Based Learning is a Student Worksheets which students are given a

problem, consisting of 5 phases. During work on the student worksheets, students do a phase 1 (student

orientation on the issue), phase 2 (organized the students to learn), phase 3 (individual and group

investigations Guide), phase 4 (developing and presenting the results of the work), and

pha

se 5

(analyzing and evaluating the process of problem solving). The purpose of this research is to produce the

end product be based Problem Based Learning on subjects of tax administration material of value-added

tax, knowing the process of development, the level of feasibility, and student response against is

developed. The method of this research is the development of research methods and using the

development model according to the 4-D Thiagarajan. However, research is limited only to the

development phase only. The data collected using the now open and the now closed. The results of the

calculation of the percentage obtained calculation a score according to a Likert scale and Guttman.

The

results showed that the results of the validation material experts get a score of 87.27%, validation linguist

76.92%, validation graphics 87.64%, compliance student worksheets based Problem Based Learning 86%.

Result whole obtained a score of 85.02% and student response to worksheets based Problem Based

Learning of 95.41% with the criteria very well.

1 INTRODUCTION

According to (KBBI) in the Big Indonesian

Dictionary (Damsar, 2011: 8) education is the

process of changing attitudes and procedures of

behavior or groups of people in human mature

businesses through training and teaching efforts.

From the above opinion can be seen that one of the

goals of education is to develop individual attitudes

and code of conduct. The process of forming or

changing the attitudes and behavior of individuals as

bearer governance of education. Learners embodied

in various activities such as counseling, teaching or

training so that learners can play an active role in the

life of the future."

Education is capable of supporting the future is

education that can develop the potential of students,

so concerned is able to face and solve the problems

of life faces. Education must touch the inner

potential and the potential competence of learners.

Because learners should be able to apply what is

learned in school to deal with problems encountered

in daily life and in the future (Al Tabany, 2015: 5).

Based on Act No. 20 years 2003 (in Mulyasa,

2013: 20) the purpose of national education is to

develop the skills and character development and

civilization of the dignity of the nation in the context

of the intellectual life of the nation. Education aims

to develop students potentials to become a man of

faith and fear of God Almighty, noble, healthy,

knowledgeable, skilled, creative, independent, and

become citizens of a democratic and responsible.

One of the government's efforts in the development

of continuous education implemented the

curriculum. Improvements and changes continue to

evaluate how much of the curriculum successfully.

Then the target of education is also set so that it

appears the concept of the curriculum according to

128

Hasanah, A., Handayati, P. and Susilowibowo, J.

Development of Student Worksheets based on Problem-Based Learning.

DOI: 10.5220/0008783601280135

In Proceedings of the 2nd International Research Conference on Economics and Business (IRCEB 2018), pages 128-135

ISBN: 978-989-758-428-2

the needs in the future." The latest applied by the

government is the curriculum of 2013. Based on

Law No.20 of 2003, in the (Damsar, 2011: 124). The

National Education System states that the

curriculum is a set of plans and arrangements

regarding the objectives, content and learning

materials as well as the means used to guide the

implementation of learning to achieve certain

educational goals. based on The curriculum is

understood not just textbooks, issues, a series of

lessons, content or educational program, is not just a

special subject, but the curriculum can investigate,

organize, monitor, and evaluate aware of the

personality development of students.

Implementation Curriculum 2013 is the

actualization of learning and competence and

character formation of students (Mulyasa, 2013:

125). It requires the activity of teachers in creating

effective and meaningful learning by involving

students actively in learning. Students are also

required to search for, cultivate, construct and use

knowledge through learning experiences provided

by the teacher, for example, to train students to work

solving real problems that are directly related to the

real life in the community.

In the process of teaching and learning materials

is an important part of the implementation of school

education. Widodo and Jasmadi (in Lester, 2012: 1),

define a set of teaching materials as a means of

containing learning materials, methods, limitations,

and assessments designed to systematically and

attractive in achieving competence mastery learning.

In other words, teaching materials are all kinds of

materials that are used to assist teachers in

implementing the learning activities in the

classroom. The material in question can be written

materials and materials not written. Teaching

materials are independent, meaning that it can be

studied by students independently because of

systematic and complete. In addition, according to

(Hamdani, 2011: 122) the classification of the print

instructional materials one of which is the Student

Worksheets (LKS).

LKS is a printed instructional material in the

form of sheets of paper containing material,

summaries, and directives implementation of

learning tasks that must be done by learners who

refers to the basic competencies that must be

achieved. The purpose of the LKS are: 1) Presenting

instructional materials that allow students to interact

with the material provided, 2) Present tasks that

improve student mastery of the material provided, 3)

Train independence of student learning, and 4) Make

it easy for teachers to give assignments to the

students (Prastowo, 2015: 206). Efforts to create an

interactive learning process, inspiring, fun,

challenging, and motivate students to participate

actively can be done by using a model of learning.

According to Soekamto (in Al-Tabany, 2015: 24)

Expressed the intention of learning models, a

conceptual framework that describes a systematic

procedure in organizing learning experiences to

achieve specific learning objectives, and serves as a

guideline for the designers of learning and teacher in

planning learning activities. This, the learning

activity is an activity aimed at systematically

arranged. One model that can be used in the learning

curriculum of 2013 is a model of learning Problem

Based Learning (PBL), in the learning helps students

to gain knowledge and skills, develop and solve

problems, and to build a concept invented by the

students themselves (Savary, 2006).

Problem Based Learning is one innovative

learning model that can provide an active learning

condition for students. According Arends (in Al-

Tabany, 2015: 64) Problem Based Learning is a

learning approach where students work on authentic

problems with a view to construct their own

knowledge, develop inquiry and higher-level

thinking skills to develop independence and

confidence. According to Duch (in Riyanto, 2014:

285) Problem Based Learning is a learning model

that confronts learners with the challenge of

"learning to learn". Students actively work together

in groups to seek solutions to problems. In these

problems is used as a reference for students to

formulate, analyze, and solve it."

One of the learning in class XII SMK Negeri 4

Surabaya Accounting skills program is the subject of

tax administration in which there are materials of

value-added tax. Value added tax is a tax on

consumption of goods and taxable services in the

Customs Area. Sale or delivery of goods that have

been processed or processed so changed from its

original form into nature or new items that increase

the value or power use is subject to VAT (Sudirman,

2016: 276).

Based on interviews from Tri Kusmawati as

teacher of the tax administration SMK Negeri 4

Surabaya on the 13

February 2017, obtained

information that the application learning in the

curriculum in 2013 still cannot be fully implemented

because there is no independent handbook for

students, supporting books in the library facilities-

based curriculum 2013 for productive subjects still

exist, and obtained information that the learning in

the classroom in presenting the material, teachers

tend to focus on theory without associating with the

Development of Student Worksheets based on Problem-Based Learning

129

real world.

This has resulted in only a clever student who

can catch the teacher's subject matter, while the

other students feel indifferent to learning because

they think the material is unattractive and difficult to

understand, so that there is a condition where not all

students take an active role in learning. This

prompted the researchers to create a more varied

teaching materials by linking the real story in the life

of students on the material value-added tax.

Therefore, it is expected by the LKS-based Problem

Based Learning will increase student engagement in

the learning process. So that it can create a uniform

learning experience for learners in order to achieve a

goal of learning."

Based on the phenomenon that occurs in SMK

Negeri 4 Surabaya needed alternative teaching

materials to support the learning curriculum in 2013

that the development of students' worksheet (LKS)

Problem Based Learning Based on the subject matter

of tax administration value-added tax."

There is previous research relevant to the

research to be conducted, which has been done by

Novianti (2014), entitled Development-Based

Student Activity Sheet Problem-Based Learning

(PBL) In the Matter of Human Digestive System in

Class XI. The results showed Problem Based

Learning on the human digestive system material

which can be developed otherwise very decent with

LKS validation results of 97%."

Research others developed by Ananda (2016),

entitled Development of LKS Oriented Problem

Based Learning To Train Creative Thinking Skill In

the Material Chemical Equilibrium can be feasible

with the results of the validation Worksheet 1 and

Worksheet 2 on the criteria of content, presentation,

graphics, and linguistic respectively for 91.7%;

88.3%; 91.7% and 79.2%.

Another research Priyadi (2016), entitled

Development-Based Student Worksheet Contextual

Teaching and Learning on Subjects Taxation Class

X Semester 1 Vocational High School may be

feasible with LKS validation results by 96.63%.

Based on above description, the researchers are

interested in doing research material development

with the title "Development of Student Worksheets

(LKS) Problem Based Learning Based on Tax

Administration Subject Matter of Value Added Tax

Accountancy Class XII SMK 4 Surabaya”.

2 LITERATURE REVIEW

2.1 Teaching materials

Is a set of teaching materials arranged in a

systematic matter whether written or unwritten so as

to create the enabling environment or atmosphere for

learning (Hamdani, 2011: 219).

According to Prastowo (2015: 204), LKS is a

printed instructional material in the form of sheets of

paper containing materials, summaries and

directives implementation of learning tasks that must

be done by the students, which refers to the basic

competencies that must be achieved. The tasks given

to students can be the tasks of theoretical or practical

tasks. The example is theoretical task form task read

a particular article, creating a resume for

presentation and so forth. As for the practical tasks

can be either laboratory work or field work.

2.2 The function of Student

Worksheets (LKS)

According to Lestari in Pandoyo (2011: 75) the

advantages of LKS users are: learn to increase

interest, Encourage students to be able to work

alone, and guide students directly towards

developing concepts.

2.2.1 Strengths and Weaknesses of Student

Worksheets (LKS)

Student worksheets are included in the print media,

according to Kemp and Dayton (in Azhar Arsyad,

2014: 39), student worksheets have advantages

including: Learners can learn and progress according

to the speed of each, Students can repeat their own

learning material that has been delivered at the time

of theory, the combination of text and images can

increase attraction so as to facilitate the delivery of

information presented in verbal and visual formats,

students will be more active in participating because

they must respond to questions and questions

arranged, and print media can be reprinted and

distributed easily.

Student Worksheets (LKS) also have

disadvantages, namely:

Printing costs are expensive if you want to

display colored images, the process of printing is

often time-consuming, the compilation is designed

so that it is not too long, requires better care, and

cannot display motion.

IRCEB 2018 - 2nd INTERNATIONAL RESEARCH CONFERENCE ON ECONOMICS AND BUSINESS 2018

130

Problem Based Learning

According to Arends (in Warsono and Hariyanto,

2016: 147) Problem Based Learning or problem-

based learning is a learning model which is based on

constructivism and accommodate the student

engagement in learning and engage in problem-

solving context.

Purpose of Problem Based Learning (PBL)

The main purpose of Problem Based Learning

(Problem Based Instruction) according to

Fathurrohman (2015: 214-215) is not the delivery of

a large amount of knowledge to students, but is

oriented to the development of critical thinking skills

and problem-solving abilities while developing

students' ability to actively build their own

knowledge. Learning objectives are designed to be

able to stimulate and involve learners in problem-

solving patterns. This condition will be able to

develop learning skills in the field directly in

identifying problems. In the context of cognitive

learning a number of related goals are direct and

independent learning, knowledge and problem-

solving. So as to achieve success, students must

develop learning skills and be able to develop

strategies in identifying and finding problems,

evaluating and also learning from various relevant

sources.

Excess Problem Based Learning (PBL)

According to Warsono (2016: 152) that the

strength of applying the PBL / PBI method includes:

Students will be accustomed to facing problems

(problem posing) and feel challenged to solve

problems, not only related to learning in the

classroom, but also facing problems that exist in

everyday life (real word), cultivating social

solidarity by being accustomed to discussing with

group friends then discussing with classmates, and

increasingly familiarizing teachers with students.

Lack of Problem Based Learning (PBL)

According to Warsono (2016), the disadvantages

of problem-based learning are:

Not many teachers are able to deliver students to

problem-solving, often requires an expensive and

long time, and student activities carried out outside

the school are difficult for teachers to monitor.

Value-added tax

According to Sudirman (2016: 276) Value

Added Tax is a tax levied on the consumption of

goods and taxable services in the Customs Area.

Sale or delivery of goods that have been processed

or processed so changed from its original form into

nature or new items that increase the value or power

use is subject to VAT.

3 METHODS

Types of research is a development (Research and

Development), which developed the Student

Worksheet (LKS) Problem Based Learning based on

the subject matter of tax administration value-added

tax. LKS development using the model of

development of the 4-D (four D Models) proposed

by the Thiagarajan, and Semmel Semmel (in Trianto

2011: 189). This development model consists of four

phases: the first phase, the definition phase (define),

which stage aimed to determine and define the needs

of the lesson; second, design phase (design), the

prototype design phase learning device: the third,

stage of development (develop), the phase that aims

to produce a learning tool; four, stages of

deployment (disseminate), namely the use of a

device developed stage. This development model

chosen by the researchers because of this

development model is composed programmatically

using the sequence of activities in a systematic

learning problem-solving efforts in accordance with

the characteristics of learners."

Subjects tested in the research development

consists of experts consisting of experts Material

Material 1 is a lecturer of Accounting Education

University of Surabaya, Drs. Joni Susilowibowo,

M.Pd., Matter Expert 2 the Tax Administration

teachers SMK Negeri 4 Surabaya Dra. Tri

Kusmawati, Graphic Expert is a lecturer in the

Education Technology University of Surabaya, Drs.

Soeprajitno, M.Pd which will determine eligibility

graphics to Student Worksheets (LKS) developed.

Filling in the questionnaire study by graphics experts

conducted on April 28, 2017. And the third study of

data from Linguist ie lecturers Indonesian Language

and Literature Education State University of

Surabaya Mr. Mohammad Rokib, S.Pd., M.Pd 20

Accounting learners in class X SMK Negeri 4

Surabaya.

The instrument used in the bingo game

development accounting as a questionnaire

enrichment media is an open and closed

questionnaire. The open questionnaire consists of

sheet material and sheet expert study media expert

study. While the enclosed questionnaire consisted of

expert validation sheet material, media expert

validation sheet and questionnaire responses of

learners.

Development of Student Worksheets based on Problem-Based Learning

131

The data have been obtained in the form of the

open questionnaire will be analyzed qualitatively to

get your suggestions, comments or feedback from

subject matter experts and media experts. While the

data in the form of the closed questionnaire will be

analyzed quantitatively. The results of the validation

of subject matter experts and media experts will be

analyzed using the Likert scale calculations while

the results of the questionnaire responses of learners

will be analyzed using the Guttman scale. Results of

the analysis will be adapted to the criteria of

interpretation of a score as follows:

Table 1: Criteria Score Interpretasi

Percentage

(%)

Criteria

Interpretation

1-20

Very Unsuitable

21-40

Not feasible

41-60

Decent enough

61-80

Worthy

81-100

Very decent

Source: (Riduwan, 2016: 29)

Based on the table above criteria, enrichment media

deemed worthy to be applied in learning if the

interpretation of ≥ 61%.

4 RESULTS

Student Worksheets (LKS) Based Problem-based

Learning aims to make students think, search, find,

and apply the concepts to real-world material. In

PBL, students are trained to become independent

learners, functioning effectively in their respective

teams to solve real-world problems. There is no

doubt that both elements of motivation; 1st) 1)

contextualization and) 2) Self-learning is very

important to motivate students (Harun, 2012).

Prosise development Student Worksheets (LKS)

Based Problem Based Learning on the subjects of

the tax administration of material value-added tax

has been adjusted to a development model 4D

namely through the stages of definition (define),

design (design), development (develop), and the

spread (disseminate) (Al-Tabany, 2015: 233).

However, due to lack of expertise, time, and cost of

the development process is only done until the third

stage, namely development (develop).

In this initial phase begins with the analysis of

the front end is to bring analysis Needs on gaps

(Trianto, 2011: 190), From observation SMK Negeri

4 Surabaya is known that in the academic year

2016/2017 Accounting class XII students are already

implementing the curriculum 2013, While the

problems that occurred in the learning value-added

tax is the application of learning in the curriculum in

2013 still cannot be fully implemented because there

is no handbook independently for students, facilities

supporting books in the library are based curriculum

in 2013 for the subjects of productive still exist, and

obtained information that learning in the classroom

in presenting the material, teachers tend to focus on

theory without associating with the real world. This

resulted in only a clever student who can catch the

teacher's subject matter, while the other students feel

indifferent to learning because they think the

material is unattractive and difficult to understand.

2013 it is necessary for the development of students’

worksheets (LKS) Based Problem Based Learning

as an additional teaching material for students."

Analysis of students conducted interviews with

one of the teachers at SMK Negeri tax

administration 4 Surabaya to obtain information that

is 20 students of class XII Accounting 3 in the 2nd

half which acts as a respondent at the time of trial

17-18 years old and has the academic ability is

different. Students have followed the previous

learning value added tax but not yet using Student

Worksheet (LKS) Based Problem Based Learning."

The task analysis is the identification of tasks to

be done by the students in learning the value-added

tax. This analysis is done by delivering a message

that addresses all of the core material in the learning,

so students can undertake the task presented in the

Student Worksheets (LKS) Based Problem Based

Learning.

Analysis of the concept by using the material of

value added tax contained in the tax administration

syllabus for class XII Accounting for Semester 2.

The concept of systematically arranged which will

facilitate students in understanding the subject

matter. The results of this analysis are listed in the

appendix worksheets developed.

Purpose of learning is done by analyzing the

learning objectives in accordance with KI, KD,

indicators, and the subject matter, resulting in the

use of interest Student Worksheets (LKS) Based

Problem Based Learning at the time of learning.

4.1 Stage Design (Design)

This stage of the design Student Worksheet (LKS)

Based Problem Based Learning Worksheets format

that includes the selection and preliminary design

LKS (draft 1). In the selection of LKS format,

carried out in accordance with LKS components that

title, Help to learn, KD or subject matter, supporting

information, task / job step, and assessment

IRCEB 2018 - 2nd INTERNATIONAL RESEARCH CONFERENCE ON ECONOMICS AND BUSINESS 2018

132

(Prastowo, 2013: 208). It also uses the format of the

presentation of the stages of Problem Based

Learning in accordance with the Student Worksheets

(LKS) Based Problem Based Learning has been

developed to be able to activate the students,

enabling students to understand the material, and is

rich in duties so as to facilitate the implementation

of learning (Prastowo, 2013: 205).

Developed the initial design includes front and

back cover design, introduction, part of the contents,

and the concluding section. On the front cover

presented the information regarding the model of

learning development base of Problem Based

Learning. In addition, also presented image and the

color of bee-related taxes as a background to make it

look more attractive cover. LKS introductory section

consists of a preface, table of contents, instructions

for use worksheets, and a concept map. On the

worksheet there are two worksheets, namely

Worksheet 1 for a summary of the material on the

value-added tax and VAT returns and LKS second

period for learning activity Problem-Based

Learning. At the beginning of the Working sheet

will be presented the page title, page KI, KD, subject

matter and learning objectives, and the continued

presentation of a summary of the material, exercises,

and learning activities in accordance with the stages

of the Problem Based Learning. While in the closing

stages LKS presented bibliography. The design

phase produces LKS draft."

4.2 Stage Development (Develop)

Stage of development gained a lot of feedback and

comments from experts for later improvement

against LKS developed to be eligible for use in

learning the value added tax. This stage begins with

a review process by the subject matter experts,

linguists, and graphics experts to Student

Worksheets (LKS) Based Problem Based Learning.

During the review process, many suggestions

received by the researcher, and suggestions are

divided into three parts: first, the cover.

Based word subtitle Problem Based Learning a

foreign language are in italics, the front page of

worksheets that need to be addressed is the epitome

of Curriculum 2013 is replaced with the symbol of

the University of Surabaya and subtitle Student

Worksheets (LKS) cover needs in scapegoating

(Bold) to look dominant. Secondly, part of the

content that needs to change in the purpose of

learning materials of value added tax added up to

points 9 to make students better understand

worksheets that are presented, for the purpose of

learning SPT Masa PPN should be increased

exercises of skills, at this stage of reasoning about

value-added tax should be in accordance with the

purpose of learning , so that still need to be

improved, and at the stage of trying to question the

value added tax in the dressing easier to understand

vocational students that need to be repaired. Third,

changes in the author biography should be in

paragraph form, more complete, and coupled with

education history writer. In addition, the expert

graphic of the word "Author Biography" which was

originally a size 14 is replaced by the typeface size

18 Times New Roman. Of activities the study is

done, will be revised draft 1 in accordance with the

advice and comments of experts, resulting in LKS

draft 2 which is then validated by experts in

accordance with the eligibility criteria of content,

presentation, graphics, language, and suitability in

accordance with BSNP, as well as compliance with

the Problem based Learning. Having obtained the

value to be tested is limited to 20 students of class

XII SMK Accounting 4 Surabaya.

5 DISCUSSION

Feasibility Student Worksheets as enrichment media

were analyzed based on the validation sheet that has

been filled by subject matter experts and media

experts. The results of the validation of subject

matter experts showed an average of 87% with a

very decent criteria. The details of the acquisition of

each component are: (1) The contents obtained

feasibility component percentage of 82.67% with

very decent criteria, (2) the presentation component

obtain a percentage of 91.87% with very decent

criteria (3) The components conformity with the

Problem Based Learning percentage of 86% with

very decent criteria."

While the results of the validation of linguists

earn an average percentage of 90% with the details

of the components of linguistic obtain a percentage

of 72.92% with a decent criteria, while the results of

the validation of expert graphic obtain a percentage

of 90% component of graphic feasibility acquire a

percentage of 87.64% with criteria very decent."

From the results of the above validation experts,

can concluded that the average yield of the

feasibility of the media is of 89% with very decent

criteria.

5.1 Response of Students

But to know the feasibility of LKS developed, this

Development of Student Worksheets based on Problem-Based Learning

133

study also aimed to determine the response of

students to the worksheets that are developed in

terms of the criteria of content, presentation,

language graphics, and conformity with the teaching

model Problem-Based Learning. LKS developed

trial was conducted on 20 students of class XII

Accounting 3 SMK Negeri 4 Surabaya.

Based on 4:11 table for the results of students

responded to the results obtained LKS developed 95,

41% to the category of "Very Good" according to

the eligibility criteria Riduwan (2013: 15). This

shows that the students' response to LKS developed

views of the components of the content,

presentation, language, graphics, and conformity

with the teaching model of Problem Based Learning

is positive."

6 CONCLUSION

Based on the process of development that has been

to produce Student Worksheets (LKS) Problem

Based Learning based on the basic competencies of

value-added tax, as well as the analysis of research

data that has been obtained, it can be concluded as

follows:"

1. Developing Student Worksheets (LKS) - based

Problem Based Learning to adapt the 4-D model

of the development of Thiagarajan, and Semmel

Semmel. The model of development used

comprising the step of defining (define), stage

design (design), and the stage of development

(develop). At this stage of development

(develop) Student Worksheet (LKS) -based

Problem Based Learning are reviewed and

validated by two subject matter experts, a

linguist, and a graphics expert.

2. Student Worksheets (LKS) - based Problem

Based Learning has been developed very suitable

as teaching materials learning model Problem

Based Learning for basic competency of value-

added tax by subject matter experts, linguists,

experts graphics, and response of the students

who have met the four components of BSNP

(2014) is a component of content, presentation,

language, and graphics, as well as in accordance

with the stages of the learning model Problem

Based Learning.

3. There is a limited test phase, it can be seen the

response of students to the student worksheets

(LKS) on the basis of competence is a positive

value-added tax with the criteria very well. In

accordance with the results of the analysis of

student response, Student Worksheets (LKS)

Problem Based Learning can be recommended as

a companion or additional instructional materials

for students in the basic competence precedes

VAT.

ACKNOWLEDGMENT

1. Research suggests the next researchers who

want to conduct research and development to be

able to do research until the deployment phase

(disseminate).

2. Student Worksheets (LKS) -based developed

Problem Based Learning is limited to the basic

competence of value-added tax. For subsequent

researchers who want to conduct similar research

able to produce with other basic competence."

3. Researcher only examine the feasibility of

Student worksheets (LKS) -based Problem Based

Learning, to further study could be done

experimentally Student Worksheets (LKS)

Problem Based Learning based on the subject

matter of tax administration value-added tax."

REFERENCES

Al-tabany, Trianto Ibnu Badar. 2015. Mendesain Model

Pembelajaran Inovatif, Progresif, Dan Kontekstual.

Jakarta: PRENADAMEDIA GROUP.

Agustina, Nina. 2016. Efektifitas Pengembangan LKS

Berorientasi Problem Based Learning untuk

Melatihkan Keterampilan Berpikir Kritis Pada

Materi Kebijakan Moneter Kelas XI IIS : Unesa

Journal of Chemistry, (online),

(http://ejournal.unesa.ac.id/index.php/jupe/articl

e/view/16642, diakses 11 Januari 2017).

Ananda, Putri Mega. 2016. Pengembangan LKS

Berorientasi Problem Based Learning Untuk

Melatihkan Creative Thingking Skill Pada MaterI

Kesetimbangan Kimia : Unesa Journal of Chemistry

Education, (online),

(http://ejournal.unesa.ac.id/article/19389/36/artic

le.pdf, diakses 6 Januari 2017).”

Arends, Richard. Learning to Teach. Boston: McGraw-

Hill International Edition.” BSNP. 2014. Instrumen

Penilaian Buku Teks Pelajaran Tahun 2014. Jakarta:

Badan Standar Nasional Pendidikan,

(Online),(http://bsnp- indonesia.org/id/wp-

content/uploads/2014/05/04-EKONOMI. diakses

5 Desember 2016).

Depdiknas. 2008. Panduan Pengembangan Materi

Pembelajaran. Jakarta: Direktora Manajemen

Pendidikan Dasar dan Menengah.”

Downing, kevin.dkk. 2011. Impact of problem based

learning on student experience and metacognitive

IRCEB 2018 - 2nd INTERNATIONAL RESEARCH CONFERENCE ON ECONOMICS AND BUSINESS 2018

134

development : Multicultural Education and

Technology Journal, (online),

(http://www.emeraldinsight.com/doi/pdfplus/10.1108

17504971111121928, diakses 6 April 2017).

Fathurrohman, Muhammad. Paradigma Pembelajaran

Kurikulum 2015. Yogyakarta:

Kalimedia.

Hamdani. 2011. Strategi Belajar Mengajar. Bandung:

Pustaka Setia.

Indrawan, Yanuar Ishaq. 2016. Studi Komparasi

Penggunaan Model Pembelajaran Problem Based

Learning dan Project Based Learning Terhadap

Keaktifan Siswa Kelas X Dalam Pembelajaran

Ekonomi SMA Negeri 1 Bangsri Tahun Ajaran

2015/2016, (online),

(http://eprints.ums.ac.id/44235/29/HALAMAN

%20DEPAN.pdf, diakses 17 Desember 2016).

Maharani, Luki. 2014. Pengembangan Buku Ajar

Berorientasi Problem Based Learning Pada Materi

Invertebrata Kelas XSMA, (online),

(http://ejournal.unesa.ac.id/index.php/bioedu/article/vi

ew/10927, diakses 19 Desember 2016).

Maxwell, nan.L.dkk. 2004. Developing a Problem Based

Learning Simulation: An Economics Unit On Trade,

(online),(http://journals.sagepub.com/doi/abs/10.1177/

1046878104264789, diakses 19 April 2017).

Prastowo, Andi. 2015. Panduan Kreatif Membuat Bahan

Ajar Inovatif. Jogjakarta: DIVA Press.

Riduwan. 2013. Skala Pengukuran Variabel-Variabel

Penelitian. Bandung: Alfa Beta.

Sudirman, R.,Amiruddin, A. 2016. Perpajakan:

Pendekatan Teori Dan Praktek. Jatim: Empatdua

Media.

Sugiyono. 2013. Metode Penelitian Kuantitatif Kualitatif

dan R and D. Bandung: Alfa Beta.

Trianto. 2011. Mendesain Model Pembelajaran Inovatif-

Progresif. Jakarta: Kencana Prenada Media Group.

Tumanggor, Lisnawati. 2016. The Development Of

Problem Based Learning (PBL) With Innovative

Student Worksheet (LKS) To Increase Student

Achievement On Topic Acids And Bases, (online),

(http://digilib.unimed.ac.id/9718/, diakses 10 Januari

2017).

Waluyo. 2007. Perpajakan Indonesia. Jakarta: salemba

Empat.

Warsono, dan Hariyanto. 2016. Pembelajaran Aktif: Teori

dan Asesmen. Bandung: PT Remaja Rosdakarya.

Development of Student Worksheets based on Problem-Based Learning

135