Penelitian” pengembangan LKS berbasis discovery learning dengan keterampilan proses pada kelas V tema panas dan perpindahannya bertujuan untuk mengemgembangkan LKS berbasis discovery learning dengan keterampilan proses pada kelas V tema panas dan perpindahannya yang valid , efektif, menarik. Penelitian ini mengunakan model 4D yang terdiri dari empat tahap. Adapun keempat model 4D yaitu define, design, development, dan dessiminate. Kevalidan LKS berbasis discovery learning dengan keterampilan proses ini diukur dari tiga validator ahli yaitu validator ahli bahasa, validator ahli materi, dan validator ahli bahan ajar. Presentase gabungan kevalidan LKS ini diperoleh sebesar 90%. Kemenarikan bahan ajar LKS diukur dari angket respon siswa pada uji coba kelompok kecil dan uji coba kelompiok besar. Presentase kemenarikan LKS uji coba kelompok kecil sebesar 93% dan pada uji coba kelompok besar sebesar 95%. Keefektifan diukur dari angket observasi guru aktivitas selama pembelajaran, angket observasi aktivitas siswa selama pembelajaran dan hasil belajar. Presentase gabungan keefektifan observasi aktivitas guru dan siswa sebesar 95% dan hasil tes tes ketuntasan klasikal siswa sebesar 86%. Berdasarkan hasil pemerolehan tersebut dapat disimpulkan bahwa pengembangan bahan ajar berbasis discovery learning dengan keterampilan proses pada kelas V tema panas dan perpindahannya valid, efektif dan menarik Kata kunci : LKS, Discovery learning, keterampilan proses, Model pengembangan 4D

The development of LKS based on discovery learning with process skills in class V on the theme of heat and its movements aimed to develop LKS based on discovery learning with process skills in class V on heat themes and its movements which valid, effective, and interesting. This study used a 4D model consisting of four stages. The four 4D models were defined, design, development, and disseminate. Feasibility of LKS based on discovery learning with process skills was measured from three expert validators, namely linguist validator, material expert validator, and teaching material expert validator. The combined percentage of the validity of this LKS was 90%. The winnings of LKS teaching materials were measured from the student questionnaire responses to small group trials and large group trials. The percentage of LKS attractiveness in small group trials was 93% and in the large group trial 95%. The effectiveness was measured by teacher observation questionnaire activity during learning, observation questionnaire student activities during learning and learning outcomes. The combined percentage of observation effectiveness of teacher and student activities is 95% and the results of the student classical completeness test were 86%. Based on the results of the acquisition it can be concluded that the development of teaching materials based on discovery learning with process skills in class V is a heat theme and the displacement was valid, effective and interesting. Key Words: LKS, Discovery learning, process skills, Model 4D development

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