ABSTRAKPenelitian ini bertujuan untuk: (1) Mengembangkan perangkat pembelajaran fisika berbasis inkuiri terbimbing dengan menggunakan LKS, (2) Mengetahui perbedaan peningkatan keterampilan berpikir kritis antara siswa yang mendapatkan pembelajaran fisika berbasis inkuiri terbimbing dengan mengunakan LKS dan siswa yang mendapatkan pembelajaran fisika secara konvensional, (3) Mengetahui perbedaan peningkatan keterampilan berpikir kritis antara siswa dengan sikap ilmiah tinggi dan siswa dengan sikap ilmiah rendah, (4) Mengetahui interaksi antara pembelajaran fisika (berbasis inkuiri terbimbing dengan menggunakan LKS dan secara konvensional) dan sikap ilmiah terhadap peningkatan keterampilan berpikir kritis siswa. Penelitian ini dilaksanakan dalam dua tahap yaitu: (1) penelitian pengembangan dengan menggunakan model pengembangan Dick and Carey, (2) penelitian eksperimen dengan desain faktorial 2x2. Populasi dalam penelitian eksperimen adalah siswa kelas XI IPA MA Qamarul Huda Bagu Lombok Tengah. Sampel penelitian terdiri dari dua kelas yang diambil secara simple random sampling. Pengumpulan data menggunakan angket untuk mengetahui sikap ilmiah siswa, dan tes untuk mengetahui skor keterampilan berpikir kritis siswa. Uji hipotesis untuk penelitian eksperimen menggunakan anava dua jalur dengan bantuan program SPSS pada taraf signifikansi 0,05 ( = 5% ). Hasil penelitian pengembangan yaitu diperoleh perangkat pembelajaran fisika berbasis inkuiri terbimbing dengan menggunakan LKS yang termasuk dalam kategori baik. Hasil penelitian eksperimen menunjukkan: 1) Terdapat perbedaan peningkatan keterampilan berpikir kritis antara siswa yang mendapatkan pembelajaran fisika berbasis inkuiri terbimbing dengan menggunakan LKS dan siswa yang mendapatkan pembelajaran fisika secara konvensional. Hal ini ditunjukkan dengan nilai F hitung =42,480 lebih besar dari nilai F tabel =4,11 dan nilai sig=0,000 lebih kecil dari 0,05. 2) Terdapat perbedaan peningkatan keterampilan berpikir kritis antara siswa dengan sikap ilmiah tinggi dan siswa dengan sikap ilmiah rendah. Hal ini ditunjukkan dengan nilai F hitung =13,150 lebih besar dari nilai F tabel =4,11 dan nilai sig=0,001 lebih kecil dari 0,05. 3) Tidak terdapat interaksi antara pembelajaran fisika (berbasis inkuiri terbimbing dengan menggunakan LKS dan secara konvensional) dan sikap ilmiah terhadap peningkatan keterampilan berpikir kritis. Hal ini ditunjukkan dengan nilai F hitung =1,277 lebih kecil dari nilai F tabel =4,11 dan nilai sig=0,265 lebih besar dari 0,05. pembelajaran fisika berbasis inkuiri terbimbing dengan menggunakan LKS diharapkan dapat dikombinasikan dengan model pembelajaran lain agar dapat meningkatkan keterampilan berpikir kritis lebih optimal terutama untuk materi fisika yang bersifat abstrak.Kata kunci : Inkuiri terbimbing, LKS, sikap ilmiah, keterampilan berpikir kritis.
In this study, we have developed physics learning devices based on guided inquiry with experiments to improve students’ creativity. Research and development are carried out in several stages starting with preliminary studies to testing. Experts then validate learning tools that have been developed before being implemented to determine their effectiveness in increasing creativity. Validity data was obtained from the appraisal sheet for the appraisal of learning devices that are assessed by experts. The effectiveness data were obtained from the results of creativity tests in the form of tests of verbal, figural, numerical, and procedural creativity. The results of the study show that learning tools are valid and effective in enhancing student creativity. An aspect of procedural creativity was increased higher than other aspects.In addition, students can provide answers with original thoughts using their language based on experiments and the results of discussions that have been conducted.
In this study has been developed a teaching aid of dynamic electricity(APLD) inquiry based to support dynamic electricity of learning. This study included research development. The purpose of this study was to develop and test the effectiveness of the teaching aid to increase mastery of concepts of students. The study involved IX grade of junior students who were following the dynamic electricity of learning were divided into two groups, namely the experimental group and the control group. The instrument used was the dynamic electric concept mastery test. Analysis of data using different test and the average normalized gain scores . This study showed an increase in mastery of concepts in both groups. The Increase concepts mastery of students using APLDinquiry-based was higher than students who studied the electrical KIT with verification based-guide. The increase was highest in the mastery of concept Ohm's Law (69.3 %) and the lowest was in the electric power concept (10.8 %)Keyword: Teaching aid of dynamic electricity (APLD) inquiry based, mastery of concepts dynamic electricity. ABSTRAK Dalam penelitian ini telah dikembangkan alat peraga listrik dinamis berbasis inkuiri untuk mendukung pembelajaran listrik dinamis di tingkat SMP.Penelitian ini termasuk penelitian pengembangan.Tujuan dari penelitian ini adalah untuk menghasilkan produk dan menguji efektifitas produk terhadap peningkatan penguasaan konsep siswa.Penelitian ini melibatkan siswa kelas IX SMP yang sedang mengikuti pembelajaran listrik dinamis, yang dibagi menjadi dua kelompok yaitu kelas eksperimen dan kelas kontrol.Instrumen yang digunakan adalah tes penguasaan konsep listrik dinamis. Analisis data menggunakan uji beda rata-rata dan skor gain yang dinormalisasi. Penelitian ini menunjukkan adanya peningkatan penguasaan konsep pada kedua kelas.Peningkatan penguasaan konsep listrik dinamis pada kelas eksperimen yang memperoleh pembelajaran dengan menggunakan APLD berbasis inkuiri lebih tinggi dibandingkan dengan kelas kontrol yang memperoleh pembelajaran dengan menggunakan KIT listrik dan magnet dengan panduan berbasis verifikasi. Peningkatan penguasaan konsep tertinggi terjadi pada konsep Hukum Ohm (69,3%) dan terendah pada konsep daya listrik (10,8%).Kata kunci : Alat peraga listrik dinamis, panduan praktikum berbasis inkuiri, penguasaan konsep listrik dinamis
This research aimed to describe the causalitic-learning-model and its’ implementation to increase the Problem-solving Ability (PSA) (causalitic = causality-and-analytic). This research used mixed method of embedded experimental two phases. The model has been implemented at three universities and seven senior high schools (SHS) in Mataram-Lombok-Indonesia in physics on seven undergraduate-subjects (kinematics, Newton’s law of motion, work and energy, impule and momentum, gravity, rigid equilibrium, thermodynamics) and six SHS-subjects (fluid, optical geometry, impulse and momentum, heat, rigid equilibrium, and direct electrical-current). The instruments consisted of pre-learning-task, learner-worksheet, PSA’s problems, and questionnaire. The score of PSA of pre-service-teachers were analyzed with t-test of sign ranks by Wilcoxon but the PSA of SHS-students were analyzed with t-tests, while the responses of questionnaire were analyzed descriptively. The results show that the model is effective to increase the PSA (with significance-level 5%); for pre-service-teachers, the normalized-gain average 0.15-0.53 for low-group and 0.29–0.77 for high-group, while for the SHS’ students, the normalized-gains is 0.20-0.83 and all students give positive responses. The phases of the learning-model include orientation, exploration and causality-development, argument-preparation, and evaluation. This learning-model is very useful as a reference when constructing learning using this model at any discipline and any level of education.
This study aims to identify preparation strategies a causalitic model of student-worksheet (SW) to improve students’ creative thinking ability (CTA). This type of research is a Research and Development with a 4-D model. The research procedure refers to the stages in the 4-D model, namely the stages of defining, designing, developing, and disseminating. The instrument used was the SW validation questionnaire with a Likert scale of 1 to 4. The data were obtained from the SW validation by a validator consisting of 2 expert lecturers and 3 high school physics teachers. The validation result is 86% with very valid criteria. Based on the values and validation criteria, the causal model SW to improve the creative thinking ability of students is suitable for use in learning. The SW preparation strategy includes curriculum analysis, making needs maps, determining the SW title, basic competencies and indicators of competency achievement, central themes, and assessment tools, as well as compiling materials, and paying attention to the SW structure of the eight sets of strategies, there are three are uniques, namely the second, sixth, and eighth steps.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.