Keywords
writing skills, teaching material, multiplemode of representasi, keterampilan menulis, materi ajar, multimodus representasi, strategion, strategy
Document Type
Article
Abstract
Abstrak: Keterampilan menulis materi ajar perlu dilatihkan kepada mahasiswa calon guru selama masa studinya. Penelitian ini bertujuan mengembangkan stategi menulis materi ajar multimodus representasi. Dengan menerapkan strategi tertentu diharapkan mahasiswa calon guru fisika meningkat dalam hal keterampilan menulis materi ajar fisika yang di dalamnya menyajikan gabungan dua atau lebih modus representasi. Metoda yang digunakan dalam penelitian ini adalah metoda penelitian dan pengembangan (Research and Development Methods). Tahap-tahap yang dilakukan dalam penelitian ini meliputi studi pendahuluan, perencanaan, mengembangkan rancangan strategi pembelajaran, ujicoba pendahuluan, merevisi produk dan ujicoba utama. Dengan menggunakan metode R & D telah dikembangkan strategi menulis materi ajar multimodus representasi yaitu Triple Step Writing Strategy (TS-WS). Ujicoba pendahuluan (pleriminary field testing) menggunakan metode pre-experiment desain the one group pretest-posttest design. Ujicoba utama (main field testing) menggunakan metode quasi-expeiment desain randomized pretest-posttest control group design. TS-WS sudah diujicobakan pada mahasiswa calon guru fisika yang berusia rata-rata 21 tahun pada sebuah LPTK di Bandung. Ujicoba pendahuluan melibatkan 15 mahasiswa calon guru fisika dan ujicoba utama 45 mahasiswa calon guru fisika. Untuk mengukur keterampilan menulis materi ajar multimodus representasi mahasiswa ditugaskan untuk menulis materi ajar multimodus representasi. Hasil penelitian menunjukkan bahwa TS-WS efektif dalam meningkatkan keterampilan menulis materi ajar multimodus representasi mahasiswa calon guru fisika.
Triple step writing strategy: Improving multimode representation teaching material writing skills of preservice physics teacher
Abstract: Writing teaching material skills need to be taught to the preservice teachers during their studies. This study aims to develop strategies to write multiple modes of representations teaching materials. By implementing these strategies, it is expected that preservice physics teachers are able to write physics teaching materials that present a combination of two or more modes of representation. The method used in this research is Research and Development (R & D) method. The stages of R & D methods carried out in this study include research and information collecting activities, planning activities, developing learning strategy designs, preliminary field testing, main product revision, and main field testing. Using the R & D method, a strategy has been developed to improve writing teaching material skills. Preliminary field testing used the one-group pretest-posttest design pre-experiment method. Main field testing used a quasi-experiment design randomized pretest-posttest control group design method. The strategies have been tested on preservice physics teachers who were on average 21 years old at an LPTK in Bandung. The preliminary field testing involved 15 preservice physics teachers and the main field testing was 45 preservice physics teachers. To measure the skills of writing multiple modes of representation teaching materials students are assigned to write multimodal representation teaching materials. The results showed that TS-WS was effective in improving the skill of writing multimodal representations of teaching materials for pre-service physics teachers.
First Page
47
Last Page
60
Page Range
47-60
Issue
1
Volume
7
Digital Object Identifier (DOI)
10.21831/jipi.v7i1.37781
Source
https://journal.uny.ac.id/index.php/jipi/article/view/37781
Recommended Citation
Handayani, W., Sinaga, P., & Suhandi, A. (2021). Triple step writing strategy: Meningkatkan keterampilan menulis materi ajar multimodus representasi pada mahasiswa calon guru fisika. Jurnal Inovasi Pendidikan IPA, 7(1), 47-60. https://doi.org/10.21831/jipi.v7i1.37781
References
Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16, 183-198. https://doi.org/10.1016/j.learninstruc.2006.03.001
Bhattacharyya, G., & Bodner, G. M. (2005). " It gets me to the product": How students propose organic mechanisms. Journal of Chemical Education, 82(9), 1402. https://doi.org/10.1021/ed082p1402
Demirbag, M., & Gunel, M. (2014). Integrating Argument-Based Science Inquiry with Modal Representations: Impact on Science Achievement, Argumentation, and Writing Skills. Educational Sciences: Theory & Practice, 14(1), 386-391. https://doi.org/10.12738/estp.2014.1.1632
diSessa, A. (2004). Metarepresentation: Native competence and targets for instruction. Cognition and Instruction, 22(3), 293-331. https://doi.org/10.1207/s1532690xci2203_2
Eilam, B., Poyas, Y., Hashimshoni, R., (2014). Representing Visually: What Teachers Know and What They Prefer. Dalam Eilam, B. dan Gilbert, J.K (Ed) Science Teachers' Use of Visual Representations. Springer. https://doi.org/10.1007/978-3-319-06526-7_3
Fraenkel, J.R & Wallen, N.E. (2006). How to Design and Evaluate Research in Education. New York: Mc. Grow Hill Pub Co
Gunel, M., & Yesildag-Hasancebi, F. (2016). Modal representations and their role in the learning process: A theoreti¬cal and pragmatic analysis. Educational Sciences: Theory & Practice, 16, 109-126. https://doi.org/10.12738/estp.2016.1.0054
Gunel M., Hand, B., Gunduz, S. (2006). Understanding of Quantum Physics When Embedding Multimodal Representations into Two Different Writing Formats: Presentation Format Versus Summary Report Format. Science Education, 90:1092- 1112. https://doi.org/10.1002/sce.20160
Gunstone, R., Mulhall, P. & McKittrick, B., (2009). 'Physics teachers' perceptions of the difficulty of teaching electricity', Research in Science Education 39(4), 515-538. https://doi.org/10.1007/s11165-008-9092-y
Hake, R.R. (1998). Interactive-engagement vs traditional method: A six-thousand students survey of mechanic test data for introductory physics course. American Journal of Physics, 66, 64-74. https://doi.org/10.1119/1.18809
Hand, B., Gunel, M., & Ulu, C. (2009). Sequencing Embedded Multimodal Representations in a Writing to Learn Approach to the Teaching of Electricity . Journal of Research in Science Teaching. 46 (3), 225-247. https://doi.org/10.1002/tea.20282
Hayes, J. R., & Flower, L. (1986). Writing research and the writer. American Psychologist, 41, 1106-1113. https://doi.org/10.1037/0003-066X.41.10.1106
Hubber, P., Tytler, R., & Haslam, F. (2010). Teaching and learning about force with a representational focus: Pedagogy and teacher change. Research in Science Education, 40(1), 5-28. https://doi.org/10.1007/s11165-009-9154-9
Kellogg, R.T. (2008). Training writing skills: A cognitive developmental perspective. Journal of writing research, 1(1), 1-26
Limpo,T. & Alves, R., A. (2018). Effects of planning strategies on writing dynamics and final texts. Acta Psychologica, 188, 97-109. https://doi.org/10.1016/j.actpsy.2018.06.001
Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401. https://doi.org/10.1037/0022-0663.86.3.389
McDermott, M. A., & Hand, B. (2013). The impact of embedding multiple modes of representation within writing tasks on high school students' chemistry understanding. Instructional Science, 41, 217-246
Mendiknas. Permendiknas RI No. 16 Tahun 2007 (2007).
Nakhleh, M. B., & Postek, B. (2008). Learning chemistry using multiple external representations. In J. K. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and practice in science education (pp. 209-231). Dordrecht: Springer.
Prain, V., & Waldrip, B. (2007). An exploratory study of teachers' and students' use of multi-modal representations of concepts in primary science. International Journal of Science Education, 28(15), 1843-1866
Prastowo, A. (2012). Panduan Kreatif Membuat Bahan Ajar Inovatif. Yogyakarta: Diva Press
Rahmi, A., Yusrizal, Maulana, I. (2014). Pengembangan Bahan Ajar Modul pada Materi Hidrokarbon di SMA Negeri 11 Banda Aceh. Jurnal Pendidikan Sains Indonesia, 2 (1),12-26.
Sawilowsky, Shlomo S. (2009). New Effect Size Rules of Thumb. Journal of Modern Applied Statistical Methods. Tersedia di http://digitalcommons.wayne.edu/jmasm/vol8/iss2/26
Simbolon, M., & Sinaga, P. (2015). Analisis Materi Ajar Fisika yang Digunakan di SMA Berdasarkan Level Penggunaan Multi Representasi dan Pembekalan Keterampilan Pemecahan Masalah. In Seminar Nasiona Fisika (SINAFI) (pp. 114-120).
Sinaga, P., Suhandi, A. & Liliasari (2014).The Effectiveness Of Learning To Represent Physics Concept Approach: Preparing Pre-Service Physics Teachers To Be Good Teachers. International Journal of Research in Applied, Natural and Social Sciences, 2(4), 127-136
Sinaga, P., & Suhandi, A. (2015). The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials. International journal of instruction, 8(1), 19-34.
Sinaga, P. (2014). Pengembangan program perkuliahan fisika sekolah III untuk meningkatkan kompetensi menulis materi ajar calon guru menggunakan multi modus representasi (Doctoral dissertation, Universitas Pendidikan Indonesia).
Torrance, M., & Galbraith, D. (2006). The Processing Demands Of Writing. Dalam MacArthur, C., Graham, S., & Fitzgerlad, J. (Eds.). (2006). Handbook of Writing Research. New York: Guilford Publications
von Aufschnaiter, C & Rogge,C. (2010). Misconceptions or Missing Conceptions? Eurasia Journal of Mathematics, Science & Technology Education, 6(1), 3-18. https://doi.org/10.12973/ejmste/75223