Wiyono, Ketang (2012) PENGEMBANGAN MODEL MULTIMEDIA INTERAKTIF ADAPTIF PENDAHULUAN FISIKA ZAT PADAT UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA CALON GURU. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan mengembangkan model multimedia interaktif adaptif pendahuluan fisika zat padat (MIA-PIZA) untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis mahasiswa calon guru. Karakteristik MIA-PIZA terdiri dari teks, audio, simulasi, animasi dengan mengadaptasi perbedaan gaya belajar mahasiswa. Penelitian ini menggunakan metode penelitian dan pengembangan yang terdiri dari 3 tahap yaitu: 1) tahap studi pendahuluan dilakukan dengan menerapkan pendekatan deskriptif kualitatif; 2) tahap pengembangan desain model multimedia interaktif adaptif yang dilengkapi dengan validasi 3 orang ahli, ujicoba terbatas terhadap 7 mahasiswa, dan revisi, serta evaluasi akhir; 3) tahap implementasi model dengan menggunakan penelitian kuantitatif eksperimen kuasi terhadap 37 mahasiswa LPTK di Sumatera Selatan sebagai kelas eksperimen dan 36 mahasiswa sebagai kelas kontrol. Instrumen untuk mengukur penguasaan konsep dan keterampilan berpikir kritis berupa tes pilihan ganda, lembar observasi untuk mengetahui keterlaksanaan model dan angket untuk mengetahui tanggapan dosen dan mahasiswa. Uji beda rerata N-gain digunakan untuk melihat peningkatan penguasaan konsep dan keterampilan berpikir kritis mahasiswa. Persentase rerata N-gain penguasaan konsep kelas yang menggunakan MIA-PIZA 74% (kategori tinggi) dan kelas kontrol 47% (kategori sedang). Keterampilan berpikir kritis mahasiswa kelas eksperimen meningkat signifikan dibandingkan dengan kelas kontrol. Peningkatan tertinggi pada indikator melaporkan berdasarkan pengamatan 77% (kategori tinggi) dan terendah pada indikator menjawab pertanyaan tentang fakta 55% (kategori sedang). Persentase keterlaksanaan perkuliahan di kelas sebesar 93,6% (kategori tinggi). Mahasiswa dan dosen memberikan tanggapan positif terhadap model yang dikembangkan. Disimpulkan MIA-PIZA secara signifikan lebih efektif dalam meningkatkan penguasaan konsep dan keterampilan berpikir kritis mahasiswa calon guru dibandingkan dengan model pembelajaran dengan bahan ajar lain. The aim of this study to develop an adaptive-interactive multimedia model on Introductory Solid-State Physics course to improve students’ critical thinking skills and mastery of solid-state physics concepts. The model covers materials such as texts, audios, simulations, and animations that had been designed to adapt with students’ learning styles. The research using a Research and Development method that consist of three phases: 1) preliminary study using qualitative descriptive approach, 2) development of learning-software through activities that included expert judgment by three relevant experts, revision of the software based on a limited try out involving 7 students, and final evaluation, 3) justifications of the effectiveness of the final model using quasi-experimental method with 37 students of experimental class and 36 students of control class, conducted at an LPTK in South Sumatra Province. Instruments used in this study included a multiple-choice test to measure students’ mastery of concepts and critical thinking skills, observation sheet to assess the implementation of the model, and questionaires to gather responses of students and other relevant faculty members. A mean difference test was used to justify the statistical significance of the students’ concept mastery and critical thinking skills. The average normalized gain (N-gain) of students’ concept mastery was 74% (high category) for experimental class and 47% (medium category) for control class. The increas of students’ critical thinking in the experimental class was significantly higher than that of control class. In the experiment class, the highest achievement occurred in the indicator of ‘making report based on observation’ (N-gain = 77%, in high category) and the lowest achievement was in indicator of ‘answering a question of fact’ (N-gain = 55%, in medium category). The model has been implemented well in the classroom with implementation level of 93.6% (high category). Students and other faculty members gave positive responses to the model. In conclusion, the adaptive-interactive multimedia learning model is more effective than model of learning using other common teaching method in improving both critical thinking skills and concept mastery of solid-stated physics for the prospective physics teacher students.
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
|---|---|
| Additional Information: | No Panggil D IPA WIY p-2012 |
| Uncontrolled Keywords: | Multimedia, Interakif adaptif,Fisika |
| Subjects: | L Education > L Education (General) Q Science > QC Physics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-3 |
| Depositing User: | Mr Tatang Saja |
| Date Deposited: | 18 Jun 2014 06:52 |
| Last Modified: | 18 Jun 2014 06:52 |
| URI: | http://repository.upi.edu/id/eprint/8061 |
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