Penelitian ini bertujuan untuk mendeskripsikan tahapan proses pengembangan perangkat pembelajaran fisika berbasis LCDS dengan model konstruktivisme untuk meningkatkan kemampuan berpikir kritis siswa SMA pada materi Hukum Gravitasi Newton, dan mendeskripsikan spesifikasi perangkat pembelajaran yang dikembangkan. Metode penelitian ini adalah pengembangan yang mengacu pada model ADDIE. Jenis data yang diperoleh adalah data kualitatif yang didukung data kuantitatif. Teknik analisis yang digunakan yaitu teknik analisis kualitatif dan kuantitatif. Kesimpulan yang diperoleh dari hasil penelitian ini pertama, telah berhasil dikembangkan perangkat pembelajaran yang meliputi Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Siswa (LKS), instrumen penilaian kognitif dan instrumen penilaian kemampuan berpikir kritis. Kedua, spesifikasi produk pembelajaran yang meliputi RPP yang didalamnya terdapat model pembelajaran dan kegiatan pembelajaran konstruktivisme dengan metode diskusi bermedia teknologi informasi. Langkah-langkah pembelajaran yang digunakan mengacu pada modul pembelajaran berbasis LCDS. Berikutnya yang didalamnya berisi identitas LKS, kompetensi inti, kompetensi dasar, tujuan, alat dan bahan, cara kerja, hasil percobaan, analisis data, dan kesimpulan. Instrumen penilaian kognitif didalamnya terdapat kisi-kisi, dan butir soal. Instrumen penilaian kemampuan berpikir kritis yang didalamnya terdapat kisi-kisi soal uraian, butir soal uraian dan rubrik penilaian. Berdasarkan hasil validasi dan uji coba terhadap perangkat pembelajaran yang dikembangkan secara menyeluruh memenuhi kategori baik serta layak digunakan".
Assessment for Learning (AfL) is useful for redesigning the online learning strategies further to improve students’ abilities, especially for 21st century students’ abilities. To achieve these competencies through the AfL model, assessment models are needed. This study discusses the model for AfL based on a needs analysis survey, using a questionnaire. In this study, the object of the research study was 30 students of the Physics Education Department of Universitas Sebelas Maret class of 2017, 2018, and 2019. The data on this paper were analyzed qualitatively. The results showed that most students use Google Classroom for online learning. However, giving feedback is not considered the maximum given by the lecturer. The results of interviews with 15 respondents obtained a form of learning assessment model that emphasizes the existence of feedback so that the model of AfL can be applied to achieve learning objectives and 21st century student competencies are achieved namely communicative, creativity, critical thinking, and collaborative. Thus, activists and education stakeholders get a picture of the urgency feedback in the learning process using the AfL model which is integrated into technology of Era Society 5.0 in the world of education.
The purpose of this research was to determine (1) the difference effect between the use of module with an unplugged computational thinking approach and module with a scientific approach to students' cognitive abilities on the subject of temperature and heat transfer, (2) the differences effect of students' critical thinking abilities in the high and low category on students' cognitive abilities on the subject of temperature and heat transfer, (3) the interaction between the effect of using module with a computational thinking unplugged approach and module with a scientific approach and students' critical thinking skills on students' cognitive abilities on the subject of temperature and heat transfer. This research used a quasi-experimental method with a 2x2 factorial design. The population in this research were all students of the first semester of physics education at Universitas Sebelas Maret. Data collection techniques used are tests and questionnaires. Data were analyzed using a two-way ANOVA with different cell contents. The results of the study show that: (1) there is a difference in the effect between the use of module with a computational thinking unplugged approach and module with a scientific approach to students' cognitive abilities on the subject of temperature and heat transfer ( 2) there is a difference in the effect of students' critical thinking skills in the high and low categories on students' cognitive abilities on the subject of temperature and heat transfer, and (3) there is no interaction between the effect of using module with a computational approach thinking unplugged and module with a scientific approach and students' critical thinking skills on students' cognitive abilities on the subject of temperature and heat transfer.
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