Wahyui Handayani, - (2020) PENGEMBANGAN MULTI-STRATEGI PEMBELAJARAN UNTUK MENINGKATKAN KETERAMPILAN KOMUNIKASI SAINS PADA MAHASISWA CALON GURU FISIKA. S3 thesis, Universitas Pendidikan Indonesia.
Abstract
Beberapa negara telah menetapkan komunikasi yang efektif sebagai sub-tema dari
keterampilan profesional guru berkualitas. Partnership for 21st century skills telah
menetapkan bahwa keterampilan komunikasi adalah bagian dari keterampilan abad ke-
21. Komunikasi berkaitan erat dengan bahasa. Bahasa sains mengandung komponen
verbal (tipologis), matematis, visual-grafis, dan aksi operasional (topologis), oleh karena
itu komunikasi dalam sains mengandung komponen verbal (tipologis), matematis, visualgrafis,
dan aksi operasional (topologis). Guru sains perlu menguasai keterampilan
komunikasi sains dengan baik. Keterampilan komunikasi sains perlu dilatihkan kepada
mahasiswa calon guru selama masa studinya. Keterampilan komunikasi sains yang
terpantau masih lemah pada mahasiswa calon guru fisika di sebuah LPTK di Bandung
adalah keterampilan membaca buku teks fisika dengan tingkat pemahaman mendalam
(deep level comprehension), keterampilan merepresentasi konsep fisika dan keterampilan
menulis materi ajar multimodus representasi. Penelitian ini bertujuan mengembangkan
stategi membaca buku teks fisika, merepresentasi konsep fisika dan menulis materi ajar
multimodus representasi. Dengan menerapkan strategi-strategi tersebut diharapkan
mahasiswa calon guru fisika mampu membaca buku teks fisika dengan tingkat
pemahaman mendalam, menyajikan konsep dan hukum fisika dalam modus teks dan
visual; mentranslasi antar modus representasi, menjelaskan konsep fisika dalam multi
representasi dan mempertimbangkan representasi akan kelayakannnya dalam
merepresentasikan konsep fisika secara visual dan 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 multi-strategi untuk meningkatan keterampilan komunikasi
sains. Multi-strategi tesebut terdiri dari strategi membaca buku teks fisika yaitu Reading
Strategy Quadrant (RSQ), strategi merepresentasi konsep fisika yaitu Representation
Pedagogical Content Knowledge Strategy (RPCK-Strategy) dan 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. Multistrategi
tersebut sudah diujicobakan pada mahasiswa calon guru fisika yang berusia ratarata
21 tahun pada sebuah LPTK di Bandung. Ujicoba pendahuluan melibatkan 15
mahasiswa calon guru fisika dan ujicoba utama 45 mahasiswa calon guru fisika.
Instrumen untuk mengukur keterampilan membaca buku teks fisika adalah tes uraian
keterampilan membaca buku teks fisika dan tes pemahaman konsep listrik statis.
Instrumen untuk mengukur keterampilan merepresentasi konsep fisika adalah tes uraian
keterampilan merepresentasi konsep listrik statis dan tes pemahaman konsep listrik statis.
Untuk mengukur keterampilan menulis materi ajar multimodus representasi mahasiswa
ditugaskan untuk menulis materi ajar multimodus representasi. Hasil penelitian
menunjukkan bahwa: 1) RSQ efektif dalam meningkatkan keterampilan membaca buku
teks fisika pada materi listrik statis dan efektif dalam meningkatkan pemahaman konsep
listrik statis, 2) RPCK Strategy efektif dalam meningkatakan keterampilan
merepresentasi konsep listrik statis dan efektif dalam meningkatkan pemahaman konsep
listrik statis dan 3) TS-WS efektif dalam meningkatkan keterampilan menulis materi ajar
multimodus representasi mahasiswa calon guru fisika.
Several countries have established effective communication as a sub-theme of the quality
of professional teacher skills. Partnership for 21st century skills has established that
communication skills are part of 21st century skills. Communication is closely related to
language. The language of science contains verbal (typological), mathematical, visualgraphic,
and operational (topological) components, therefore communication in science
contains verbal (typological), mathematical, visual-graphic, and operational (topological)
components. Science teachers need to master science communication skills well. Science
communication skills need to be taught to preservice teacher during their studies. Science
communication skills possessed by preservice physics teachers students at a LPTK in
Bandung that are still weak include the skills of reading physics textbooks with a deep
level comprehension, the skills of representing physical concepts and the skill of writing
multimodal representation teaching material. This study aims to develop strategies to read
physics textbooks, represent physics concepts and write multimodal representations
teaching materials. By implementing these strategies, it is expected that preservice
physics teachers are able to read physics textbooks with a deep level comprehension,
present concepts and laws of physics in text and visual modes; translate among modes of
representation, explain the concepts of physics in multiple representations and consider
representations of their feasibility in representing physical concepts visually; and write
physics teaching materials which present a combination of two or more modes of
representation. The method used in this research is Research and Development (R & D)
methods. 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 multi-strategy has been developed to improve science communication
skills. Using the R & D method, a multi-strategies has been developed to improve science
communication skills. The multi-strategies consists of a physics textbook reading strategy
called the Reading Strategy Quadrant (RSQ), a strategy of representing physics concepts
called the Pedagogical Representation Content Knowledge Strategy (PRCK-Strategy)
and a strategy for writing multimodal representations teaching materials called the Triple
Step Writing Strategy (TS-WS). Pleriminary field testing used the one group pretestposttest
design pre-experiment method. Main field testing used a quasi-expeiment design
randomized pretest-posttest control group design method. The multi-strategies has 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 teacher and the
main field testing was 45 preservice physics teacher. Instruments that is used to measure
physics textbook reading skills is an essay test of the skills of reading a textbook in
physics and a test for understanding the concept of static electricity. Instrument that is
used to measure the skills to represent the concepts of physics is an essay of the skills
representing the concept of static electricity and a test of understanding the concept of
static electricity. To measure the skills of writing multimodus representation teaching materials students are assigned to write multimodus representation teaching materials.
The results showed that: 1) RSQ was effective in improving the reading skills of physics
textbooks on static electricity and was effective in increasing the understanding of static
electricity concepts, 2) PRCK Strategy was effective in increasing skills in representing
static electricity concepts and was effective in increasing understanding of static
electricity concepts and 3) TS-WS was effective in improving the skill of writing
multimodal representations of teaching materials for preservice physics teachers.
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| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | No Panggil : D IPA WAH p-2020; NI M:1503086 |
| Uncontrolled Keywords: | Keywords: science communication skills, read physics textbook skills, represent physics concepts skills, write multimodal representations teaching materials skills |
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-3 |
| Depositing User: | Wahyuni Handayani |
| Date Deposited: | 31 Aug 2020 06:56 |
| Last Modified: | 31 Aug 2020 06:56 |
| URI: | http://repository.upi.edu/id/eprint/51330 |
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