Pengembangan Bahan Ajar Fisika Menggunakan Model POGIL dengan Strategi ARCS untuk Melatih Keterampilan Proses Sains Peserta Didik - Ghaida n; Zainuddin Zainuddin; Abdul Salam M (Jurnal Ilmiah Pendidikan Fisika, 2021)
Permasalahan rendahnya keterampilan proses sains (KPS) peserta didik dikarenakan belum diterapkannya pembelajaran aktif berbasis metode ilmiah sehingga peserta didik jarang dilatihkan penyelidikan ilmiah. Tujuan dari penelitian ini adalah mendeskripsikan kelayakan bahan ajar fisika menggunakan model POGIL dipadukan dengan strategi ARCS untuk melatihkan KPS peserta didik. Kelayakan di lihat dari validitas, kepratisan, dan efektivitasnya. Metode pengembangan dilakukan dengan mengacu pada desain pengembangan ADDIE. Uji coba dilakukan menggunakan variabel subjek penelitian yaitu peserta didik kelas XI MIPA 1 di SMAN 5 Banjarmasin sebanyak 31 peserta didik. Instrumen penelitian yang digunakan adalah lembar validitas bahan ajar, lembar keterlaksanaan RPP, tes hasil belajar dan penilaian keterampilan proses sains. Teknik analisis data adalah: (1) Uji validitas secara deskriptif; (2) uji kepraktisan secara deskriptif; (3) uji efektifitas menggunakan  uji N gain,  Hasil temuan menyatakan bahwa bahan ajar termasuk kategori valid, praktis dan efektif karena: (1) validitas Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), materi ajar, dan Tes Hasil Belajar (THB) berkategori sangat valid (2) kepraktisan RPP berkategori sangat praktis, (3) keefektifan dinilai berdasarkan THB dan KPS dinyatakan efektif dan terampil. Diperoleh simpulan bahwa bahan ajar fisika pada materi fluida statis menggunakan model POGIL dengan strategi ARCS termasuk layak untuk melatihkan keterampilan proses sains peserta didik. Dengan demikian, bahan ajar ini dapat digunakan sebagai salah satu alternatif untuk membantu  guru dalam melatih keterampilan proses sains siswa. The problem of students' low science process skills due to the lack of active learning based on inquiry has not been implemented, so students are rarely trained in scientific inquiry. This study aims to produce physics teaching materials using the POGIL model combined with an appropriate ARCS strategy to train students' science process skills. The development method is carried out regarding the ADDIE development design. The trial was conducted using a variable research subject: students of class XI MIPA 1 at SMAN 5 Banjarmasin as many as 31 students. The research instrument used was the validity sheet of the teaching materials, the lesson plan implementation sheet, the learning outcome test, and the science process skills assessment. The findings state that teaching materials are categorized as valid, practical, and effective because: (1) the validity of the lesson plan, student's worksheet, teaching materials, and learning outcome test is very valid (2) the practicality of the lesson plan is very practical, (3) the effectiveness is assessed based on learning outcome test and science process skills stated effective and skilled, as well as differences in learning motivation of students significantly before and after teaching. It was concluded that physics teaching materials on static fluid materials using the POGIL model with the ARCS strategy were considered appropriate for training students' science process skills. Thus, this teaching material can be used as an alternative to assist teachers in training students' science process skills.