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The development research was carried out using the 4D development model adapted from Thiagarajan. This research and development aims to create and develop learning media that can support the learning process. The website-based learning media for the Protista concept for tenth grade Biology High School is carried out because of the importance of technology-based media innovation in 21st-century learning. The learning media developed is a website using google site equipped with a combination of text, images, animation, audio, video, and a simply designed navigation bar. The research and development of this website-based learning media uses a 4D development model (Define, Design, Develop, and Disseminate), but this research is focused on the responses of students in using the google sites learning media. The results of student responses to the learning media website "DIEYA PROTISTA'' are classified as very good with an average response score of 4.50. This response shows that the learning media that was developed theoretically and procedurally has been suitable for use in teaching Protists in tenth grade. Abstrak Penelitian pengembangan yang dilakukan menggunakan model pengembangan 4D yang diadaptasi dari Thiagarajan. Penelitian dan pengembangan ini bertujuan untuk membuat dan mengembangkan media pembelajaran yang dapat mendukung proses pembelajaran. Media pembelajaran berbasis website pada konsep Protista untuk SMA Kelas X Biologi ini dilakukan karena pentingnya inovasi media pembelajaran berbasis teknologi di pembelajaran abad 21. Media pembelajaran yang dikembangkan ialah google sites dilengkapi dengan penggabungan teks, gambar, animasi, audio, video dan menu navigasi yang didesain sederhana. Penelitian dan pengembangan media pembelajaran berbasis website ini menggunakan model pengembangan 4D (Define, Design, Develop, dan Disseminate), namun penelitian ini difokuskan pada respon peserta didik dalam menggunakan media pembelajaran google sites. Hasil respon peserta didik terhadap media pembelajaran website “DIEYA PROTISTA” tergolong sangat baik dengan rerata skor respon 4,50. Respon ini menunjukkan media pembelajaran yang dikembangakan secara teoritis dan prosedural telah layak digunakan pada pembelajaran Protista di kelas X.

Learning in the 2013 curriculum has one component, namely the existence of teaching materials in the form of student worksheets. This study aims to describe the effectiveness of student worksheets based on critical thinking skills on the Protista concept. This study uses a formative evaluation design method from Tessmer. The student worksheet developed refers to the student worksheets structure according to Daryanto & Dwicahyono, while his critical thinking skills refer to Facione 1990. Subjects in expert review consist of three experts, subjects in one to one evaluation consist of three students in class X high school and the subjects in the small group evaluation consisted of six high school grade X students. The results of research conducted indicate that: 1) student worksheets have a valid category based on the validity test; 2) student worksheets have a good category based on content practicality tests and has a very good category on practicality expectations based on students' responses; and 3) student worksheets has a very good category based on the assessment of students' critical thinking skills on the effectiveness test and has a very good category on interpersonal skills (working together) and intrapersonal skills (thorough). Abstrak Pembelajaran pada kurikulum 2013 memiliki salah satu komponen yaitu adanya bahan ajar berupa Lembar Kerja Peserta Didik (LKPD). Penelitian ini bertujuan untuk mendeskripsikan keefektifan LKPD berbasis keterampilan berpikir kritis pada konsep Protista. Penelitian ini menggunakan metode desain evaluasi formatif dari Tessmer Lembar Kerja Peserta Didik yang dikembangkan mengacu pada struktur LKPD menurut Daryanto & Dwicahyono, sedangkan keterampilan berpikir kritis nya mengacu pada Facione 1990. Subjek pada expert review terdiri atas tiga orang ahli, subjek pada one to one evaluation terdiri atas tiga orang peserta didik kelas X SMA dan subjek pada small group evaluation terdiri atas enam orang peserta didik kelas X SMA. Hasil penelitian yang dilakukan menunjukkan bahwa: 1) LKPD memiliki kategori valid berdasarkan uji validitas; 2) LKPD memiliki kategori baik berdasarkan uji kepraktisan isi dan memiliki kategori sangat baik pada uji kepraktisan harapan berdasarkan respon peserta didik; dan 3) LKPD memiliki kategori sangat baik berdasarkan penilaian keterampilan berpikir kritis peserta didik pada uji keefektifan serta memiliki kategori sangat baik pada keterampilan interpersonal (bekerja sama) dan keterampilan intrapersonal (teliti).

The use of instructional media, especially visual media, is very influential in student learning and learning outcomes. The teacher can develop visual learning media so that students can learn well fun and attract learning interest. Experts say that approximately 90% of one's learning outcomes are obtained through vision, 5% from hearing, and 5% from other senses. Development research aims to produce a valid leaflet-based learning media so that it is fit for use by students. This type of research was adapted from Tessmer's design, through the preparation stage (preliminary) and formative evaluation (formative evaluation) with stages only to self-evaluation, and expert testing. The expert opinion includes 3 validators according to expertise. Data was obtained from research instruments in the form of content/material validity evaluation sheets, and construct validity. Data collection techniques using assessment sheets. Analysis of data validity based on the Akbar category (2013). Based on the research results of the first meeting leaflet, the content validity value was 92.05%, and the construct validity was 98.61%. The second meeting leaflet obtained content validity value 92.65%, and construct validity 97.45%. So it was concluded that the learning media of the development leaflet was categorized as very valid.The use of instructional media, especially visual media, is very influential in student learning and learning outcomes. The teacher can develop visual learning media so that students can learn well fun and attract learning interest. Experts say that approximately 90% of one's learning outcomes are obtained through vision, 5% from hearing, and 5% from other senses. Development research aims to produce a valid leaflet-based learning media so that it is fit for use by students. This type of research was adapted from Tessmer's design, through the preparation stage (preliminary) and formative evaluation (formative evaluation) with stages only to self-evaluation, and expert testing. The expert opinion includes 3 validators according to expertise. Data was obtained from research instruments in the form of content/material validity evaluation sheets, and construct validity. Data collection techniques using assessment sheets. Analysis of data validity based on the Akbar category (2013). Based on the research results of the first meeting leaflet, the content validity value was 92.05%, and the construct validity was 98.61%. The second meeting leaflet obtained content validity value 92.65%, and construct validity 97.45%. So it was concluded that the learning media of the development leaflet was categorized as very valid.

The 2013 curriculum learning process includes three domains, namely affective (attitude), cognitive (knowledge), and psychomotor (skills). This study aims to develop a valid, practical, and effective Student Worksheet. The research method used is the Tessmer design, which consists of (1) Expert review; (2) one-to-one; (3) small group. Validation subjects were three experts, individual subjects were three students in class X in high school and small group test subjects were six students in class X in high school. The results showed that: (1) the validity of LKPD based on expert testing had a valid category with an overall average of 3.59; (2) the practicality of the contents of LKPD has a good category with an overall average of 3.70 and the practicality of the LKPD's expectations based on the responses of students has a very good category with an overall average of 88.70%; and (3) the effectiveness of LKPD based on the assessment of students' critical thinking skills in working on LKPD has both categories (including interpretation) and very good categories (includes analysis, evaluation, inference, explanation, and self-regulation). Interpersonal skills (collaborating) of students have a very good category with a score of 86.33% and intrapersonal skills (conscientious) students have a very good category with a score of 88.33%. Abstrak Proses pembelajaran kurikulum 2013 mencakup tiga ranah, yaitu afektif (sikap), kognitif (pengetahuan) dan psikomotor (keterampilan). Penelitian iniobertujuan untuk mengembangkan Lembar Kerja Peserta Didik yang valid, praktis dan efektif. Metode penelitian yang digunakan yaitu desain Tessmer, yang terdiri atas 1) Expert review; 2) one-to-one; 3) small group . Subjek validasi adalah 3 orang ahli, subjek perorangan adalah 3 orang peserta didik kelas X jenjang SMA dan subjek uji kelompok kecil adalah 6 orang peserta didik kelas X jenjang SMA. Hasil penelitian menunjukkan bahwa: 1) validitas LKPD berdasarkan uji pakar memiliki kategori valid dengan rata-rata keseluruhan 3,59; 2) kepraktisan isi LKPD memiliki kategori baik dengan rata-rata keseluruhan 3,70 dan kepraktisan harapan LKPD berdasarkan respon peserta didik memiliki kategori sangat baik dengan rata-rata keseluruhan 88,70%; dan 3) keefektifan LKPD berdasarkan penilaian keterampilan berpikir kritis peserta didik dalam mengerjakan LKPD memiliki kategori baik (meliputi interpretasi) dan kategori sangat baik (meliputi analisis, evaluasi, inferensi, eksplanasi dan pengaturan diri). Keterampilan interpersonal (bekerjasama) peserta didik memiliki kategori sangat baik dengan skor 86,33% dan keterampilan intrapersonal (teliti) peserta didik memiliki kategori sangat baik dengan skor 88,33%.