Nur Aini, - (2025) PENGEMBANGAN DESAIN PEMBELAJARAN BERDIFERENSIASI DENGAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF, KETERAMPILAN BERPIKIR KRITIS DAN CREATIVE PROBLEM SOLVING SISWA SMA. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Desain pembelajaran berdiferensiasi problem based learning (PBL) merupakan pendekatan yang dimulai dengan permasalahan dunia nyata (real problem) yang dirancang untuk dipecahkan peserta didik sesuai dengan karakteristik gaya belajar masing-masing peserta didik. Penelitian ini bertujuan untuk menghasilkan desain pembelajaran berdiferensiasi PBL untuk meningkatkan kemampuan kognitif, keterampilan berpikir kritis, dan creative problem solving (CPS) siswa SMA pada pembelajaran fisika. Desain pembelajaran ini mengakomodasi gaya belajar peserta didik, meliputi empat kategori: audio, reading, visual, dan kinestetik. Penelitian ini menggunakan metode Research and Development (R&D) dengan model model Dick and Carey. Penelitian ini dilakukan di salah satu SMA di Kota Bandung. Partisipan penelitian terdiri dari 27 siswa kelas X sebagai kelas eksperimen yang menggunakan desain pembelajaran berdiferensiasi PBL dan 27 siswa kelas kontrol yang menggunakan model PBL. Instrumen yang digunakan pada penelitian ini yaitu tes dan non-tes. Instrumen tes berupa tes kognitif dengan format pilihan ganda, tes berpikir kritis dengan format uraian dan tes CPS dengan format uraian. Instrumen non-tes berupa lembar validasi instrumen, lembar validasi desain berdiferensiasi PBL dan lembar observasi keterlaksanaan pembelajaran. Analisis peningkatan kognitif, berpikir kritis dan CPS menggunakan n-gain, efektivitas desain pembelajaran berdiferensiasi PBL terhadap peningkatan kognitif, berpikir kritis dan CPS menggunakan uji hipotesis dan effect size, hubungan antara kognitif, berpikir kritis dan CPS menggunakan uji korelasi Rank-Spearman, serta refleksi peserta didik terhadap pembelajaran. Hasil penelitian ini menunjukkan bahwa pemahaman kognitif, berpikir kritis dan CPS peserta didik meningkat setelah mendapatkan intervensi menggunakan desain pembelajaran berdiferensiasi PBL. Nilai n-gain kognitif pada kelas eksperimen sebesar 0,8 termasuk dalam kategori tinggi, nilai n-gain berpikir kritis pada kelas eksperimen sebesar 0,7 termasuk dalam kategori sedang dan nilai n-gain CPS pada kelas eksperimen sebesar 0,7 termasuk dalam kategori sedang. Efektivitas Desain pembelajaran ditunjukkan oleh uji t tidak berpasangan yang menunjukkan adanya perbedaan yang signifikan antara peningkatan kelas eksperimen dan kelas kontrol dan nilai effect size pada kognitif sebesar 0,7 termasuk dalam efek sedang, berpikir kritis sebesar 0,8 termasuk sedang dan CPS sebesar 0,9 termasuk besar. Hubungan antara CPS dan Kognitif memiliki koefisiesn 0,9 yang memiliki korelasi yang sangat kuat. Berpikir kritis dan Kognitif sebesar 0,3 yang memiliki korelasi yang cukup serta CPS dan berpikir kritis sebesar 0,6 yang memiliki korelasi yang kuat. Maka dari itu, Desain Pembelajaran Berdiferensiasi PBL dapat dikatakan efektif untuk pembelajaran fisika pada topik energi terbarukan dalam meningkatkan kognitif, berpikir kritis dan CPS. Differentiated problem-based learning (PBL) learning design is an approach that begins with real-world problems designed to be solved by students according to the characteristics of each student's learning style. This study aims to produce a differentiated PBL learning design to improve cognitive abilities, critical thinking skills, and creative problem solving (CPS) of high school students in physics learning. This learning design accommodates students' learning styles, including four categories: audio, reading, visual, and kinesthetic. This study uses the Research and Development (R&D) method with the Dick and Carey models. This study was conducted in one of the high schools in Bandung City. The research participants consisted of 27 grade X students as an experimental class using a differentiated PBL learning design and 27 control class students using the PBL model. The instruments used in this study were tests and non-tests. The test instruments were in the form of cognitive tests with multiple-choice formats, critical thinking tests with descriptive formats and CPS tests with descriptive formats. Non-test instruments were in the form of instrument validation sheets, PBL differentiated design validation sheets and learning implementation observation sheets. Analysis of cognitive improvement, critical thinking and CPS using n-gain, the effectiveness of PBL differentiated learning design on cognitive improvement, critical thinking and CPS using hypothesis and effect size tests, the relationship between cognitive, critical thinking and CPS using the Rank-Spearman correlation test, and student reflection on learning. The results of this study indicate that students' cognitive understanding, critical thinking and CPS increased after receiving intervention using PBL differentiated learning design. The cognitive n-gain value in the experimental class of 0.8 is included in the high category, the critical thinking n-gain value in the experimental class of 0.7 is included in the medium category and the CPS n-gain value in the experimental class of 0.7 is included in the medium category. The effectiveness of the learning design is shown by the unpaired t-test which shows a significant difference between the improvement of the experimental class and the control class and the effect size value on cognitive of 0.7 is included in the medium effect, critical thinking of 0.8 is included in the medium and CPS of 0.9 is included in the large. The relationship between CPS and Cognitive has a coefficient of 0.9 which has a very strong correlation. Critical thinking and Cognitive are 0.3 which has a sufficient correlation and CPS and critical thinking are 0.6 which has a strong correlation. Therefore, Differentiated Learning Design PBL can be said to be effective for learning physics on the topic of renewable energy in improving cognitive, critical thinking and CPS.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?view_op=list_works&hl=id&user=xWc8eXMAAAAJ&gmla=AFix5Mb3zDlArKmLYhhSfQWjqLvzsQLwYuHb6L7znrRcc4AlCYV78kLKFlhI8wMR6FD-8PjRsm2LV0nP8yLP8vCMSqjT9bN8wS3Eh53zVVtI40gSbXmN ID SINTA Dosen Pembimbing Dadi Rusdiana: 5974813 Parlindungan Sinaga: 5989835 |
| Uncontrolled Keywords: | desain pembelajaran, berdiferensiasi, problem-based learning, kognitif, berpikir kritis, creative problem-solving learning design, differentiated, problem-based learning, cognitive, critical thinking, creative problem-solving |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Fisika - S2 |
| Depositing User: | Nur Aini |
| Date Deposited: | 06 Jan 2025 06:06 |
| Last Modified: | 06 Jan 2025 06:06 |
| URI: | http://repository.upi.edu/id/eprint/129377 |
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