Pengembangan Perangkat Pembelajaran dengan Model Discovery Learning Berbantuan Simulasi PhET untuk Meningkatkan Hasil Belajar Fisika Peserta Didik
DOI:
https://doi.org/10.36312/6e30h546Keywords:
Discovery learning, Simulasi PhET, Perangkat Pembelajaran, Hasil belajar fisikaAbstract
Penelitian ini memiliki tujuan untuk mengembangkan perangkat pembelajaran fisika dengan model Discovery Learning berbantuan simulasi PhET yang valid dan reliabel untuk meningkatkan hasil belajar fisika peserta didik. Produk yang dikembangkan meliputi ATP, modul ajar, bahan ajar, LKPD dan instrument evaluasi hasil belajar kognitif. Metode penelitian menggunakan model pengembangan 4D (Define, Design, Develop, dan Disseminate), namun dibatasi hingga tahap Develop. Subjek penelitian adalah peserta didik kelas XI Man 1 Mataram tahun ajaran 2024/2025. Validasi dilakukan oleh tiga validator ahli dan tiga validator praktisi. Hasil analisis menunjukkan bahwa seluruh perangkat tergolong sangat valid dengan skor validitas antara 87,5%-91,39%, serta sangat reliabel dengan skor reliabilitas antara 90,74%-91,66%. Dengan demikian, perangkat pembelajaran yang dikembangkan layak digunakan sebagai alternatif pembelajaran fisika yang dapat meningkatkan hasil belajar siswa.
Kata kunci: Discovery learning; Simulasi PhET; Perangkat Pembelajaran;Hasil belajar fisika
Development of Learning Tools Using Discovery Learning Model Assisted by Phet Simulations to Improve Students’ Physics Learning Outcomes
Abstract
This study aims to develop valid and reliable physics learning tools using the Discovery Learning model assisted by PhET simulation to improve students’ learning outcomes. The developed products include ATP, teaching modules, teaching marerials, LKPD (student worksheets), and cognitive learning evalution instruments. This research used a 4D development model (Define, Design, Develop, Disseminate), but was limited to the Develop stage. The subjects were XI at Man 1 Mataram in the 2024/2025 academic year. Validation was carried out by three expert validators and three practitioner validators. The result showed that all products were categorized as very valid with validity scores between 87.5%-91.39%, and very reliable with reliability scores between 90.74%-91.66%. Therefore, the developed tools are feasible to be used as alternatives to improve physics learning outcomes.
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