Garuda - Garba Rujukan Digital

Westi Widia Wati

Universitas Negeri Padang

Author-ID : 5405134

Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Physics

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ANALISIS EFFECT SIZE PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN PEMECAHAN MASALAH DALAM PEMBELAJARAN SAINS Dwi Anggraini Harita Putri; Nurul Fauziah; Westi Widia Wati
ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika Vol 8, No 2 (2022): November
Publisher : Universitas Muhammadiyah Mataram

ABSTRAKPenelitian ini bertujuan untuk melihat dampak dari penerapan model pembelajaran problem based learning terhadap keterampilan berpikir kritis dan pemecahan masalah peserta didik dalam pembelajaran IPA dan Fisika. Jenis penelitian yang digunakan merupakan meta-analisis yang menganalisis sebanyak 20 jurnal yang terdiri dari 1 jurnal internasional dan 19 jurnal nasional yang telah ada sejak lima tahun terakhir. Teknik analisis data pada penelitian ini yaitu dengan mencari nilai effect size untuk masing-masing jurnal. Berdasarkan hasil penelitian yang didapatkan diketahui bahwa model problem based learning berpengaruh terhadap keterampilan berpikir kritis dengan nilai rerata effect size sebesar 1,3 dan pemecahan masalah memiliki rerata nilai effect size sebesar 1,16 yang keduanya termasuk kedalam kategori sangat tinggi pada pembelajaran IPA dan Fisika. Berdasarkan jenjang Pendidikan nilai dampak terbesar diperoleh pada jenjang Sekolah Dasar dengan kategori sangat tinggi untuk keterampilan berpikir kritis dan dampak terbesar untuk keterampilan pemecahan masalah dampak tertinggi diperoleh pada jenjang Sekolah Menengah Pertama. Berdasarkan tingkatan kelas pada jenjang Pendidikan dampak tertinggi yaitu pada kelas V Sekolah Dasar berkategori sangat tinggi dan berdasarkan mata pelajaran dampak tertinggi yaitu pada mata pelajaran IPA. Sehingga diketahui bahwa penerapan model pembelajaran problem based learning terhadap keterampilan berpikir kritis dan pemecahan masalah peserta didik dalam pembelajaran IPA dan Fisika menghasilkan pengaruh dan dampak yang tinggi. Kata kunci: meta analisis; pbl; berpikir kritis; pemecahan masalah. ABSTRACTThis study aims to see the impact of the application of the problem based learning model on students' critical thinking and problem solving skills in learning science and physics. The type of research used is a meta-analysis that analyzes 20 journals consisting of 1 international journal and 19 national journals that have been around for the last five years. The data analysis technique in this study is to find the effect size value for each journal. Based on the research results, it is known that the problem-based learning model has an effect on critical thinking skills with an average effect size value of 1.3 and problem solving has an average effect size value of 1.16, both of which are included in the very high category in science and physics learning. Based on the level of education, the greatest impact value was obtained at the elementary school level with a very high category for critical thinking skills and the largest impact for problem-solving skills. The highest impact was obtained at the junior high school level. Based on the grade level at the Education level, the highest impact is in class V Elementary School, which is categorized as very high and based on the highest impact subject, namely in science subjects. So that it is known that the application of the problem based learning model to students' critical thinking and problem-solving skills in learning science and physics produces high influence and impact. Keywords: meta-analysis; pbl; critical thinking; problem-solving.

Validity of Physics E-Modules Based on an Inquiry Model Integrated with the Science, Environment, Technology, and Society Approach to 21st Century Skills Westi Widia Wati; Syafriani Syafriani*
JIPI (Jurnal IPA dan Pembelajaran IPA) Vol 7, No 2 (2023): JUNE 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v7i2.30002

Education for the 21st century combines knowledge, abilities, and attitudes with a command of information and communication technologies. The role of education is very important as part of an effort to build national character and produce millennials who are innovative, creative, and ready to face global challenges. 21st-century skills are one of the skills that students must have to face global challenges. 21st century skills include critical thinking, creativity, collaboration, and communication, otherwise known as "4C skills." 21st-century skills are also very much needed in learning physics. One of the best teaching materials for enhancing students' 21st-century skills is an e-module built on the inquiry model and the science, environment, technology, and society (SETS) approach. The goal of this study was to establish the validity, practicability, and efficacy of e-modules created using the SETS approach integrated inquiry model in increasing students' 21st century competencies. This type of research is called development research (RD). This development procedure refers to the Plomp development model, which has three stages: preliminary research, prototyping, and assessment. E-module validation is reviewed from four aspects: the substance of the material, the learning design, the appearance, and the use of the software. The average score obtained for the substance component of the material, the learning design, the appearance, and the use of the software is in a very valid category. Based on these data, it can be concluded that the inquiry model-based e-module integrated with the SETS approach is in the "very valid" category

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