Laboratory based learning is one kind of blended learning that combines the aspects of knowledge, skills, and attitudes. Simultaneously, students can apply the knowledge they have possessed, practice the skills, as well as growing their scientific attitude. Laboratory based learning method has been conducted for studying about measurement instruments, up to measurement data processing. This research aims to determine the effect of laboratory based learning in developing physics teacher candidates’ skills on applying measurement instruments. The design of this research is qualitative in nature involving one class of undergraduate students of Physics Teacher Education Department at STKIP Al Hikmah, which is consist of six students, as the research subjects. Data collecting is obtained through interview result with physics teacher candidates and their laboratory report. Subjects showed higher improvement skills in using measurement instruments through laboratory based learning. Physics teacher candidates have a deeper understanding about measurement instruments that includes using measurement instruments, taking and analysis data, estimating measurement errors, and communicating the result both in written and oral. Laboratory based learning also improves concepts understanding (knowledge aspects) and students’ scientific attitudes.
Pembelajaran daring tak bisa dihindari dalam masa pandemi. Mahasiswa dituntut mampu meregulasi dirinya sendiri sehingga tujuan pembelajaran dapat tercapai. Oleh karena itu, perlu dilakukan penyesuaian terhadap buku ajar pembelajaran daring. Salah satu caranya yaitu mengembangkan dengan basis self- regulated learning. Tujuan dari penelitian ini yaitu mengembangkan buku ajar berbasis self-regulated learning untuk pembelajaran daring. Metode penelitian ini yaitu research and development (RnD) dengan model ADDIE. Tahapan penelitian model pengembangan ADDIE antara lain analyze, design, develop, implement, dan evaluate. Instrumen penelitian ini yaitu lembar wawancara, lembar telaah, lembar validasi dan angket keterbacaan buku ajar. Analisis data menggunakan teknik deskriptif kualitatif dan kuantitatif. Analisis deskriptif kualitatif dilakukan terhadap hasil wawancara dan telaah para ahli. Analisis deskriptif kuantitatif dilakukan terhadap hasil validasi para ahli dan angket keterbacaan buku ajar. Berdasarkan analisis yang dilakukan, didapatkan bahwa persentase kelayakan dari segi materi sebesar 82,5%, dari segi media sebesar 90,83%, dan dari segi bahasa sebesar 90%. Hasil angket keterbacaan buku ajar menyatakan bahwa buku ajar mudah dipahami namun perlu ditambahkan contoh soal. Berdasarkan hasil analisis tersebut, maka dapat disimpulkan bahwa buku ajar yang dikembangkan valid atau layak digunakan. Self-regulated learning dapat dijadikan basis dalam mengembangkan buku ajar yang digunakan untuk pembelajaran daring. Online learning is unavoidable during a pandemic. Students are required to be able to regulate themselves so that learning objectives can be achieved. Therefore, need adjustments for online learning textbooks. One way is to develop use self-regulated learning as a basis. The purpose of this research is to develop a self-regulated learning-based textbook for online learning. This research method is research and development (RnD) with the ADDIE model. The stages of ADDIE development model research include analyze, design, develop, implement, and evaluate. The research instruments are interview sheet, review sheet, validation sheet, and questionnaire readability of the textbook. Data analysis used descriptive qualitative, and quantitative techniques. Qualitative descriptive analysis was carried out on the results of interviews and expert reviews. Quantitative descriptive analysis was carried out on the results of expert validation and textbook readability questionnaires. Based on the analysis conducted, it was found that the percentage of feasibility in terms of material was 82.5%, in terms of media was 90.83%, and in terms of language was 90%. The results of the textbook readability state that the textbook was easy to understand but needed to add question examples. Based on the analysis results, it can be concluded that the developed textbook is valid or feasible to use. Self-regulated learning can be used as a basis for developing textbooks used for online learning.
Latar belakang: Salah satu dampak pandemi yaitu bergesernya pembelajaran tatap muka ke pembelajaran daring. Penelitian ini bertujuan untuk mendeskripsikan level penalaran ilmiah mahasiswa calon guru fisika dalam pembelajaran daring. Metode penelitian: Metode yang digunakan yaitu metode kualitatif dengan jenis penelitian deskriptif. Instrumen penelitian ini yaitu Classroom Test Scientific Reasoning (CTSR) yang telah dikembangkan oleh Anton E. Lawson. Tes terdiri dari 12 pasang soal (jawaban dan alasan) yang mewakili 12 indikator penalaran ilmiah. Analisis dilakukan terhadap hasil tes untuk mengetahui level penalaran ilmiah dan ketercapaian indikator pada masing-masing level. Hasil penelitian: Berdasarkan analisis didapatkan bahwa mahasiswa yang berada pada kelompok level operasional konkret sebanyak 46,15%, sedangkan kelompok transisional sebanyak 53,85%. Pada kelompok level operasional konkret, hanya ada dua indikator yang memiliki persentase relatif tinggi yaitu indikator 1 (konservasi berat) dan 5 (identifikasi dan kontrol variabel). Pada kelompok level transisional, hanya ada empat indikator yang memiliki persentase relatif rendah yaitu indikator 6 (identifikasi dan kontrol variabel dan berpikir probabilistik), 7 (identifikasi dan kontrol variabel dan berpikir probabilistik tingkat lanjut), 11 (berpikir hipotetik-deduktif), dan 12 (bernalar hipotetik-deduktif). Kesimpulan: Penalaran ilmiah mahasiswa calon guru fisika dalam pembelajaran daring hanya berada pada level operasional konkret dan transisional. Hal tersebut tidak sesuai dengan teori perkembangan anak.
Kreativitas menjadi sumber inovasi baru dalam menghadapi masalah kompleks di era globalisasi sekarang ini. Penting dilakukan mengarahkan setiap perkuliahan untuk melatihkan kreativitas mahasiswa. Produk kreativitas dapat maksimal, diperlukan nilai-nilai tanggung jawab agar melakukan yang terbaik. Penelitian ini bertujuan untuk mendeskripsikan validitas dan praktikalitas buku ajar fisika sekolah berbasis creative responsibility untuk mahasiswa calon guru. Jenis penelitian ini adalah penelitian pengembangan dengan model pengembangan Tessmer yaitu preliminary, self evaluation, expert review dan one-to-one, small group, dan field test. Subjek penelitian adalah 7 mahasiswa yang mengambil mata kuliah fisika sekolah. Intrumen pengumpul data berupa lembar validasi dan angket respon mahasiswa. Teknik analisis data menggunakan kualitatif yaitu tahap preliminary dan self evaluation, sedangkan pada tahap one-to-one dilakukan menggunakan analisis kuantitatif. Hasil penelitian didapatkan bahwa buku ajar yang dikembangkan menurut penilaian para pakar sudah valid dan juga sudah praktis berdasarkan respon mahasiswa terhadap buku ajar yang dikembangkan. Buku ajar fisika sekolah berbasis creative responsibility diharapkan dapat meningkatkan keterampilan berpikir kreatif dan tanggung jawab mahasiswa calon guru.Creativity is a source of innovations in dealing with complex problems in the current era of globalization. It is important to direct each lecture to train students' creativity. For creativity products to be maximized, the values of responsibility are needed to do the best. This study describes the validity and practicality of creative responsibility-based school physics textbooks for student teacher candidates. This type of research is research and development with the Tessmer development model, namely preliminary, self-evaluation, expert review and one-to-one, small group, and field test. The research subjects were seven students who took the school physics course. Data collection instruments in the form of validation sheets and student response questionnaires. The data analysis technique used qualitative, namely the preliminary and self-evaluation stages, while the one-to-one stage was carried out using quantitative analysis. The results showed that the textbooks developed according to the expert's assessment were valid and practical based on student responses to the developed textbooks. School physics textbooks based on creative responsibility are expected to improve prospective teacher students' creative thinking skills and responsibility.
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