Hasanah, Siti Idiatul
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Pengembangan Perangkat Pembelajaran Fisika Berbasis Masalah Untuk Meningkatkan Kemampuan Berpikir Kritis Hasanah, Siti Idiatul; Susilawati, Susilawati; Rokhmat, Joni
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 3 No. 1 (2022): June
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v3i1.98

Abstract

Abstrak: Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbasismasalah untuk meningkatkan kemampuan berpikir kritis yang valid, efisien, dan efektifuntuk digunakan dalam pembelajaran pada materi getaran harmonis Penelitian inimerupakan Jenis penelitian Research and Development (R&D) dengan model 4D. Padatahap Define, merupakan tahap awal untuk mendefinisikan permasalahan Tahap Design,merancang produk perangkat pembelajaran berupa silabus, RPP, LKPD, instrumen teskemampuan berpikir kritis, dan video pembelajaran. Data kevalidan perangkatpembelajaran diperoleh dari hasil validasi 6 validator yang terdiri dari 3 validator ahli dan3 validator praktisi. Kepraktisan atau keefisienan perangkat pembelajaran diperoleh dariangket respon peserta didik serta lembar keterlaksanaan pembelajaran. Peningkatankemampauan berpikir kritis peserta didik dianalisis dengan menentukan standar gain darihasil sebelum dan sesudah pembelajaran. Hasil validasi menunjukkan komponenperangkat pembelajaran dalam kategori sangat valid untuk silabus dan cukup valid untukRPP, LKPD, instrumen tes kemampuan berpikiri kritis, dan video pemebeljaran yangberarti cukup baik untuk digunakan dalam pembelajaran. Reliabilitas silabus, RPP, LKPD,instrumen tes kemapauan berpikir kritis, dan video pembelajaran diatas 75 %menunjukkan semua komponen yang dinilai berada pada kategori reliabel. Hasil responpeserta didik, serta keterlaksanaan pembelajaran berada pada kategori sangat praktis.Hasil belajar peserta didik mengalami peningkatan dengan nilai gain sebesar 0,66 yangberada pada kategori sedang. Berdasarkan hasil tersebut dapat disimpulkan perangkatpembelajaran berbasis masalah valid, efisien dan efektif digunakan untuk meningkatkankemampuan berpikir kritis peserta didik.
Pengembangan Perangkat Pembelajaran Fisika Berbasis Masalah Untuk Meningkatkan Kemampuan Berpikir Kritis Hasanah, Siti Idiatul; Susilawati, Susilawati; Rokhmat, Joni
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 2 No. 1 (2021): June
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceedu.v2i1.103

Abstract

This study aims to develop problem-based learning tools to improve critical thinking skills that are valid, efficient, and effective for use in learning on harmonious vibration material. This research is a type of research and development (R&D) with a 4D model. At the define stage, is the initial stage for defining the problem. The design stage, designing learning device products in the form of syllabus, lesson plans, student worksheet, critical thinking skills test instruments, and learning videos. The develop stage is the development of the device from the results of the validity of the learning tools obtained from the validation results of 6 validators consisting of 3 expert validators and 3 on validators. The practicality or efficiency of the learning device is obtained from the responses of students and the learning implementation sheet. Increased critical thinking ability of students to analyze by determining the standard acquisition of the results before and after learning. The results of the validation show that the learning device components are in the very valid category for the syllabus and valid enough for lesson plans, student worksheet, critical instrument test skills, and video learning which means that they are good enough to be used in learning Reliability of the syllabus, lesson plans, student worksheet, critical thinking ability test instruments, and learning videos above 75% show all components that are in the reliable category. The results of student responses, as well as the implementation of learning are in the very practical category. Student learning outcomes have increased with a acquisition value of 0.66 which is in the medium category. Based on these results, it can change valid, efficient and effective problem-based learning tools used to improve students' thinking skills. The last stage is to disseminate the dissemination stage of the device where at this stage it is done by making journals to send