Jurnal Inovasi Pendidikan IPA
Keywords
model problem based learning, fieldtrip, hasil belajar, kognitif, minat belajar, berpikir kreatif, perangkat pembelajaran fisika
Document Type
Article
Abstract
Penelitian ini bertujuan untuk: (1) menghasilkan perangkat pembelajaran fisika model problem based learning melalui kegiatan fieldtrip yang layak, (2) mengidentifikasi hasil belajar fisika berupa aspek kognitif, minat belajar, dan berpikir kreatif. Jenis penelitian adalah penelitian pengembangan (Research and Development). Validasi dilakukan oleh dua dosen ahli dan uji keterbacaan diujicobakan pada peserta didik. Subjek coba dilakukan pada kelas XI SMA sebanyak 30 peserta didik. Instrumen pengumpulan data menggunakan pedoman wawancara, angket, dan observasi. Analisis data dilakukan dengan analisis isi dan analisis deskriptif presentase. Kesimpulan penelitian adalah: (1) perangkat pembelajaran fisika dinyatakan layak dengan kriteria baik, (2) hasil belajar pada aspek kognitif diperoleh rata-rata kelas eksperimen sebesar 62,93, dan rata-rata kelas kontrol sebesar 57,20. Hasil minat belajar peserta didik, pada kelas eksperimen memiliki rata-rata sebesar 67,50, dan pada kelas kontrol memiliki rata-rata sebesar 65,65. Sedangkan hasil belajar berpikir kreatif peserta didik diperoleh rata-rata kelas eksperimen sebesar 74,91, dan rata-rata kelas kontrol sebesar 65,56.
Kata Kunci: model problem based learning, fieldtrip, hasil belajar, kognitif, minat belajar, berpikir kreatif, perangkat pembelajaran fisika.
A Problem Based Learning Model in Physics Learning Equipment Development Through a Fieldtrip Activity in Energy Material
Abstract
This research was aimed to: (1) yield a learning-based problem model of physics learning equipment through a feasible fieldtrip, (2) identify physics learning results in the forms of cognitive aspect, learning interest and learner creative thinking from physics learning implementation with a problem-based learning model through a fieldtrip activity.This was a research and development research. The validation towards learning equipment was conducted by two expert lecturers and learning equipment readable was experimented to the learners. The experimented subject was conducted in XI Senior High School grade numbered 30 learners. Data gathering instrument used interview guide, questionnaire and observation. Data analysis was conducted by a content analysis and percentage descriptive analysis. It could be concluded that: (1) physics learning equipment was declared feasible with good criteria, (2) learning results in cognitive aspect in the experimental class obtained average of 62.93 and controlled class average of 57.20. The results of learners learning interest in the experimental class had an average of 67.50 and controlled class average was 65.56. While learning result of learner creative thinking was obtained experimental class average of 74.91 and controlled class average of 65.56. Keywords: problem-based learning model, fieldtrip, learning results, cognitive, learning interest, creative thinking, physics learning equipment
First Page
24
Last Page
34
Page Range
24-34
Issue
1
Volume
2
Digital Object Identifier (DOI)
10.21831/jipi.v2i1.8374
Source
https://journal.uny.ac.id/index.php/jipi/article/view/8374
Recommended Citation
Yarid, H., & Ariswan, A. (2016). Pengembangan perangkat pembelajaran fisika problem based learning melalui kegiatan fieldtrip pada materi energi. Jurnal Inovasi Pendidikan IPA, 2(1), 24-34. https://doi.org/10.21831/jipi.v2i1.8374
References
Antwi, V. & Oppong, C. Snr. (2014). Using field trip to promote active participation among pupils of mumford community jhs ghana to improve their performance in science. Journal Of Education And Curriculum Development Research, 2(4),152-166. http://www.projournals.org/JECDR.
Arikunto, S. (2013). Dasar-dasar evaluasi pendidikan. Jakarta: Bumi Aksara.
Arsyad, A. (2013). Media pembelajaran. Jakarta: Raja Grafindo Persada.
Behrendt, M., & Franklin, T. (2014) .A review of research on school field trips and their value in education. International Journal of Environmental & Scienc, 9 (3), 235-245. http://www.ijese.com/ijese.2014.213a.pdf.
Borg, W. R; Gall, J. P; Gall, M. D. (2007). Educational research, an introduction, eighth. New York: Longman.
ChanLin, Lih-Juan. (2008). Autonomous learning in a PBL approach. LIBRES: Library & Information Science Research Electronic Journal., 18, 1-14. http://www.researchgate.net/publication/255609722_Autonomous_Learning_in_a_PBL_Approach.
Celik, P., Onder, F., & Silay, I. (2011). The effects of problem-based learning on the students' success in physics course.Procedia - Social and Behavioral Sciences, 28, 656 - 660.
Czabanowska, K., Mous, J. H. C., Meijer, A. W. M., & Back, P. S. (2012). Problem-based Learning Revisited, introduction of Active and Self-directed Learning to reduce fatigue among students, Journal of University Teaching & Learning Practice, 9 (1), 1-13. http://ro.uow.edu.au/jutlp/vol9/iss1/6
Depdiknas. (2011). Panduan pengembangan IPA secara terpadu, Tahun 2011.
Dewitt, J., & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future, Visitor Studies Association, 11(2), 181-197. http://dx.doi.org/10.1080/10645570802355562.
Eldy, E. F. & Sulaiman, F. (2013). The role of PBL in improving physics students' creative thinking and its imprint on gender. International Journal of Education and Research,1(6), 1-10.http://www.ijern.com/journal/June-2013/14.pdf.
Gould, K., Sadera,W. & McNary, S. (2015). Comparing changes in content knowledge between online problem based learning and traditional instruction in undergraduate health professional students. MERLOT Journal of Online Learning and Teaching, 11(1), 74-86.http://jolt.merlot.org/vol11no1/Gould_0315.pdf
Folashade, A., & Akinbobola, A. O. (2009). Constructivist problem based learning technique and the academic achievement of physics students with low ability level in 20 nigerian secondary schools. Eurasia Journal of Physics and Chemistry Education. 1(1). 45-51. http://www.eurasianjournals.com/index.php/ejpce/article/view/34.
Hillman, W. (2003). Learning how to learn: problem based learning.. Australian Journal of Teacher Education, 28(2,) 1-10.http://dx.doi.org/10.14221/ajte.2003v28n2.1.
Kampen, V. P., Banahan, C.,Kelly, M., McLoughlin, E., & O'Leary, E (2004). Teaching a single physics module through problem based learning in alecture-based curriculum. America. Journal Physics, 72(6), 829-834.http://dx.doi.org/10.1119/1.1645280
Labra, C. B., Marti, A. G, & Torregrosa, J. M.(2012). Effects of a problem-based structure of physics contents on conceptual learning and the ability to solve problems. International Journal of Science Education, 1-17.http://www.tandfonline.com/doi/abs/10.1080/09500693.2011.619210#.VdT9m6GZJvA.
Macklin, A. S. (2008). A PBL approach for teaching complex information and communication technology (ICT) skills in higher education. Community & Junior College Libraries, 14, 233-249. http://www.tandfonline.com/doi/abs/10.1080/02763910802336381?journalCode=wjcl20#.VdT-laGZJvA.
Mahmudi, A. (2010). Mengukur kemampuan berpikir kreatif matematis. Makalah disajikan pada Konferensi Nasional Matematika XV UNIMA. Manado: Jurusan Pendidikan Matematika UNY.
Munandar, U. (2012). Pengembangan kreativitas anak berbakat. Jakarta: Rineka Cipta.
PISA. (2012). Result in focus what 15-year-old know and what they can do with wahat they know. New York: Programme for Internastional Studet Assement, OECD.
Safari, M. A. (2005). Penulisan butir soal berdasarkan penilaian berbasis kompetensi. Jakarta: APSI Pusat.
Safari, M. A. (2008). Analisis butir soal: dengan manual, kalkulator, dan komputer. Jakarta: APSI Pusat.
Sahin, M.,& Yorek, N. (2009). A comparison of problem-based learning and traditional lecture students' expectations and course grades in an introductory physics classroom.Academic Journals Scientific Research and Essay, Vol 4 (8), 753-762. http://www.academicjournals.org/SRE.
Selçuk, G.S. (2010). The effects of problem-based learning on pre-service teachers' achievement, approaches and attitudes towards learning physics. International Journal of the Physical Sciences, 5(6), 711-723. http://boltz.ccne.ufsm.br/pub/mpeac/other/selcuk_ijps_vol5_2010.pdf
Semiawan, C., Tangyong, A. F., Belen, S., Matahelemual, Y., & Suseloardjo, W. (1989). Pendekatan keterampilan proses. Jakarta: PT Gramedia.
Slameto. (2013). Belajar dan faktor-faktor yang mempengaruhinya. Jakarta: PT Rineka Cipta.
Sugiarto, A., & Djukri, D. (2015). Pembelajaran berbasis SETS sebagai upaya meningkatkan kreativitas dalam pemecahan masalah pencemaran lingkungan. Jurnal Inovasi Pendidikan IPA, 1(1), 1-11. Retrieved fromhttp://journal.uny.ac.id/index.php/jipi/article/view/4527
Tan, O. S. (2004). Cognition, metacognition, and problem-based learning, inenhancing thinking through problem-based learning approaches. Singapore: Cengag Learning.
Trumper, R. (2006). Factors affecting junior high school students' interest in physics. Journal of Science Education and Technology, 15(1), 47-58.