Misbah, - and Ida Hamidah, - and Siti Sriyati, - and Achmad Samsudin, - (2025) PENGEMBANGAN PROGRAM PERKULIAHAN FISIKA FLUIDA BERBASIS ARGUMENTATION DRIVEN INQUIRY LABORATORY UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KEMAMPUAN PEMECAHAN MASALAH CALON GURU. S3 thesis, Universitas Pendidikan Indonesia.
Abstract
Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berpikir kritis dan kemampuan pemecahan masalah calon guru pada materi Fisika Fluida. Tujuan penelitian ini adalah mengembangkan program perkuliahan Fisika Fluida berbasis Argumentation Driven Inquiry Laboratory (ADIL) untuk meningkatkan keterampilan berpikir kritis dan kemampuan pemecahan masalah calon guru. Penelitian ini menggunakan desain Educational Design Research (EDR) dengan model pengembangan ADDIE (Analysis, Design, Develop, Implementation, dan Evaluate). Subjek penelitian ini adalah 28 mahasiswa Pendidikan Fisika di salah satu perguruan tinggi di Kalimantan Selatan. Instrumen yang digunakan meliputi tes keterampilan berpikir kritis, tes kemampuan pemecahan masalah, dan angket tanggapan calon guru terhadap perkuliahan Fisika Fluida berbasis ADIL. Peningkatan keterampilan berpikir kritis dan kemampuan pemecahan masalah dianalisis menggunakan N-Gain, uji beda, effect size, dan model Rasch dengan metode stacking dan racking. Tanggapan calon guru terhadap perkuliahan Fisika Fluida berbasis ADIL dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa: (1) Karakteristik program Fisika Fluida berbasis ADIL terdiri dari argumentasi sebagai landasan pembelajaran, praktikum sebagai media eksplorasi konsep, struktur pembelajaran yang sistematis dan berjenjang dalam meningkatkan keterampilan berpikir kritis dan kemampuan pemecahan masalah, integrasi potensi lokal dalam pembelajaran, dan penguatan karakter melalui nilai wasaka, (2) Peningkatan keterampilan berpikir kritis calon guru mayoritas pada kategori tinggi berdasarkan analisis N-Gain. Perkuliahan Fisika Fluida berbasis ADIL memiliki efek yang kuat dalam meningkatkan keterampilan berpikir kritis calon guru berdasarkan analisis effect size, (3) Peningkatan kemampuan pemecahan masalah calon guru mayoritas pada kategori sedang berdasarkan analisis N-Gain. Perkuliahan Fisika Fluida berbasis ADIL memiliki efek yang sedang dalam meningkatkan kemampuan pemecahan masalah calon guru berdasarkan analisis effect size, dan (4) Tanggapan calon guru terhadap perkuliahan Fisika Fluida berbasis ADIL positif. Oleh karena itu, dapat disimpulkan bahwa perkuliahan fisika fluida berbasis ADIL dapat meningkatkan keterampilan berpikir kritis dan kemampuan pemecahan masalah calon guru. This research is motivated by the low critical thinking skills and problem-solving abilities among preservice teachers in the topic of Fluid Physics. The aim of this study is to develop a Fluid Physics course program based on Argumentation-Driven Inquiry Laboratory (ADIL) model to enhance the critical thinking skills and problem-solving abilities of preservice teachers. This study uses an Educational Design Research (EDR) design using the ADDIE development model (Analysis, Design, Develop, Implementation, and Evaluate). The subjects of this study were 28 preservice physics teachers of Physics Education at one of the universities in South Kalimantan. The instruments used in this study included critical thinking skills tests, problem-solving ability tests, and questionnaires assessing prospective teachers' responses to ADIL-based Fluid Physics course. The improvement of critical thinking skills and problem-solving abilities was analyzed using N-Gain, difference tests, effect size, and Rasch models with stacking and racking methods. The preservice teachers' responses to the ADIL-based Fluid Physics course were analyzed descriptively. The results showed that (1) The characteristics of the ADIL-based Fluid Physics course consist of argumentation as the basis for learning, practicums as a medium for exploring concepts, a systematic and tiered learning structure in improving critical thinking skills and problem-solving abilities, integration of local potential in learning, and character building through Wasaka values. (2) The improvement of critical thinking skills of preservice teachers is mostly in the high category based on the N-Gain analysis. ADIL-based Fluid Physics course has a strong effect on improving critical thinking skills of preservice teachers based on the effect size analysis. (3) The improvement of problem-sloving skills of preservice teachers is mostly in the medium category based on the N-Gain analysis. The ADIL-based Fluid Physics course has a moderate effect in improving the problem-solving ability of preservice teachers based on the effect size analysis. (4) The response of prospective teachers to the ADIL-based Fluid Physics course is positive. Therefore, it can be concluded that the ADIL-based Fluid Physics course can improve the critical thinking skills and problem-solving abilities of preservice teachers.
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| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | https://scholar.google.co.id/citations?user=UGfSsuwAAAAJ&hl=id&oi=ao ID Sinta Dosen Pembimbing Ida Hamidah: 5978332 Siti Sriyati: 6004536 Achmad Samsudin: 257767 |
| Uncontrolled Keywords: | Argumentation Driven Inquiry Laboratory, Fisika Fluida, Kemampuan Pemecahan Masalah, Keterampilan Berpikir Kritis. Argumentation-Driven Inquiry Laboratory, Fluid Physics, Problem-Solving Ability, Critical Thinking Skills. |
| Subjects: | L Education > L Education (General) L Education > LC Special aspects of education Q Science > QC Physics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Ilmu Pengetahuan Alam - S3 |
| Depositing User: | Misbah - |
| Date Deposited: | 09 Sep 2025 09:31 |
| Last Modified: | 09 Sep 2025 09:31 |
| URI: | http://repository.upi.edu/id/eprint/138192 |
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