Tujuan penelitian ini adalah untuk mengetahui kelayakan perangkat pembelajaran, respon siswa, keterbacaan LKS diskusi tipe buzz group. Model pengembangan yang digunakan adalah 4D (Define, Design, Develop, Disseminate). Perangkat yang dikembangkan berupa silabus, RPP, LKS, dan soal. Penelitian dilaksanakan di kelas VIII SMPN 3 Kamal. Teknik pengambilan sampel menggunakan purposive sampling. Hasil rata-rata penilaian kelayakan adalah valid dengan persentase 84,98%. Pada penilaian kelayakan perangkat adalah 81,76% dan penilaian kelayakan materi adalah 87,50%. Hasil rata-rata penilaian respon siswa sebesar 85,00% dengan kategori sangat baik, dan keterbacaan sebesar 86,88% dengan kategori baik. Berdasarka penelitian tersebut, perangkat pembelajaran diskusi tipe buzz group pada materi pencemaran lingkungan dinyatakan layak digunakan dalam kegiatan pembelajaran. Kata Kunci: Buzz Group, Metode Diskusi, Perangkat Pembelajaran

The purpose of the research was to know validity of instructional learning, studens response, and redable of the student worksheet with buzz group type. The development of model used 4D (Define, Design, Develop, Disseminate) without disseminate phase. The instructional of learning was developed consist of syllabus, lesson plan, student worksheet, and tes. The research held in VIII of SMPN 3 Kamal. Sampling technique used purposive sampling. The average result of falidity test in instructional learning was valid with percentage 84,98%. The instructional lerning validity was 81,76% and the validity material was 87,50%. The average of student response was 85,00% with good category and the readable of instructional learning was 86,88% with good category. Based on the result can be discussion instructional learning buzz group type have Environmental Pollution Material was feasibility to be used in learning activity. Keywords: Buzz Group, Discussion Method, Instructional Learning

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