Penggunaan Model Pembelajaran Direct Instruction Berbasis Etnosains Dalam Pembelajaran Fisika Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis setelah diterapkan Model Direct Instruction berbasis etnosains dalam pembelajaran fisika. Jenis penelitian ini adalah Quasi Experiment. Hasil penelitian menunjukkan bahwa rata-rata posttest dan N-gain kemampuan berpikir kritis yang diperoleh kelas eksperimen dengan pembelajaran Model Direct Instruction berbasis etnosains lebih tinggi daripada kelas kontrol dengan perlakuan pembelajaran konvensional. Berdasarkan hasil analisis data, kelas eksperimen dan kelas kontrol mengalami perbedaan peningkatan skor N-gain yang signifikan dengan kelas eksperimen memperoleh skor N-gain sebesar 0.73 (kategori tinggi) dan kelas kontrol memperoleh skor N-gain sebesar 0.37 (kategori sedang) sehingga dapat disimpulkan terdapat peningkatan kemampuan berpikir kritis dengan penggunaan Model Direct Instruction berbasis etnosains dalam pembelajaran fisika.Kata Kunci: Etnosains, Model Direct Instruction, Kemampuan Berpikir KritisThis research was aimed to determine the improvement of critical thinking skills after applied the model Direct Instruction with ethno-science-based learning in physics learning. This type of research was Quasi Experiment. The results of the study showed that the average posttest and N-gain critical thinking skills were obtained in the class with the model Direct Instruction with ethno-science-based learning and the class with conventional learning treatments. Based on the results of data analysis, the experimental class and the control class experienced a significant increase in the N-gain score with the experimental class obtained an N-gain score of 0.73 (high category) and the control class obtained an N-gain score of 0.37 (medium category) so it can be concluded that there are the increase in critical thinking skills using the Model Direct Instruction with ethno-science-based learning in physics learning.Keywords: Ethno-science, Direct Instruction Model, Critical Thinking Ability

The Effect of Ethno Science-Based Direct Instruction Learning Model in Physics Learning on Students' Critical Thinking Skill

“…Based on the previous study, the Ethno science-Based Direct Instruction Model can improve critical thinking on the physics learning seen from N-gain's score which is in the high category [6]. In this study, the researchers will observe further the learning model of Ethno science-based direct instruction in physics learning toward the critical thinking of students.…”

“…The development of science is purposed for the students can implement the science that they have acquired in the school into real life in society; moreover, students can comprehend the phenomena, culture, and myth to be described scientifically. Learning in the school should also teach students on the sciences existed in the cultural phenomena developed in society [6].…”

Reconstruction of Environmental Physics Learning by Integrating Ethno-technology to Actualize Superior Teacher Candidates

“…Previous research results state that contextual learning integrated with ethno-science can improve learning outcomes [6], conceptual mastery [7], and creative thinking [8]. Examples of ethnoscience that are integrated into learning physics are Javanese culture [9], national character based on local wisdom of Balinese culture [8], Bengkulu typical Dol music [10]. Based on the research results above, it can be analogized that the integration of ethno-technology in environmental physics learning is expected to foster the superior competence of prospective teacher students.…”

Pengembangan Modul Tematik Berbasis Model Direct Intruction dalam Meningkatkan Hasil Belajar Siswa di Sekolah Dasar

“…Dimana Modul tematik lebih menarik dan bermakna serta mempermudah siswa jika dalam tiap muatan konsep materinya dikembangkan dengan model pembelajaran, salah satunya (Kusumawati, 2016) adalah pendekatan dalam pembelajaran yang dirancang untuk menunjang proses belajar melalui pengetahuan Ideklaratif dan prosedural terstruktur untuk membantu siswa mempelajari keterampilan dasar dan informasi lainnya secara bertahap. Selain itu model pengajaran langsung ditujukan pula untuk membantu siswa mempelajari keterampilan dasar dan memperoleh informasi yang dapat diajarkan selangkah demi selangkah, salah satunya dengan memperkenalkan suatu bidang baru secara garis besar melalui pendefinisian konsep-konsep kunci serta penunjukan keterkaitan diantara konsep-konsep tersebut (Dinissjah et al, 2019).…”