Validitas Bahan Ajar Hidrokarbon Berbasis Model Inkuiri dengan Strategi Konflik Kognitif untuk Meningkatkan Kemampuan Berpikir Kritis
DOI:
https://doi.org/10.36312/jar.v1i1.635Keywords:
bahan ajar, inkuiri, konflik kognitif, berpikir kritis, Instructional material, Inquiry model, Cognitive conflict, Critical thinking abilityAbstract
Ketersediaan bahan ajar hidrokarbon yang secara eksplisit membelajarkan kemampuan berpikir kritis masih jarang ditemukan. Kondisi tersebut menyebabkan rendahnya kemampuan berpikir kritis mahasiswa calon guru. Penelitian ini bertujuan mengembangkan prototipe berupa bahan ajar model inkuiri dengan strategi konflik kognitif yang valid dan efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa. Penelitian ini merupakan penelitian deskriptif kuantitatif dari validitas dan keefektifan bahan ajar berbasis inkuiri dengan strategi konflik kognitif yang merupakan hasil pengembangan dengan rancangan model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Dua validator ahli, satu validator praktisi dan lima mahasiswa dilibatkan pada evaluasi validitas dan keterbacaan bahan ajar. Data penelitian dianalisis secara deskriptif-kuantitatif menggunakan persamaan N-gain. Hasil penelitian menunjukkan bahan ajar yang dikembangkan dinyatakan (1) valid (rerata= 90,31) dengan keterbacaan sangat baik (rerata= 90,22); dan (2) efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa (pretest= 31,3 dan posttest= 61,3) dengan peningkatan medium (n-gain= 0,4). Berdasarkan temuan tersebut, dapat disimpulkan bahwa bahan ajar berbasis inkuiri dengan strategi konflik kognitif dapat digunakan dalam pembelajaran untuk meningkatkan kemampuan berpikir kritis mahasiswa.
The Validity of the Hydrocarbon Teaching Materials based on Inquiry Learning Model with Cognitive Conflict Strategies to Improve Critical Thinking Ability
Abstract
The availability of instructional materials explicitly teaching critical thinking skills is still rare. This condition leads to a low level of critical thinking ability among prospective teachers. This research aims to develop a prototype in the form of an inquiry-based instructional material with cognitive conflict strategy that valid and effective to enhance prospective teachers’ critical thinking ability. This study is a quantitative descriptive research on the validity and effectiveness of inquiry-based instructional materials with cognitive conflict strategy, developed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Two expert validators, one practitioner validator, and five students were involved in evaluating the validity and readability of the instructional material. The research data were analyzed descriptively and quantitatively using the N-gain equation. The results of the study indicate that the developed instructional material is (1) valid (mean=90.31) with excellent readability (mean=90.22), and (2) effective in improving students' critical thinking ability (pretest=31.3 and posttest=61.3) with a medium level of improvement (n-gain=0.4). Based on these findings, it can be concluded that inquiry-based instructional materials with cognitive conflict strategy can be used in teaching to enhance prospective teachers' critical thinking ability.
Downloads
References
Adnyani, N. W., Sadia, M. P., & I Nyoman, N. (2013). Pengaruh strategi pembelajaran konflik kognitif terhadap penurunan miskonsepsi fisika ditinjau dari gaya kognitif siswa kelas x di SMA Negeri 1 Bebandem. Jurnal Administrasi Pendidikan Indonesia, 4(1), Article 1. https://doi.org/10.23887/japi.v4i1.956
Amini, R. & Usmeldi. (2019). The development of performance assessment on science learning use integrated model in elementary school. Journal of Physics: Conference Series, 1321(3), 032067. https://doi.org/10.1088/1742-6596/1321/3/032067
Arends, R. (2012). Learning to teach (9th ed). McGraw-Hill.
Arsal, Z. (2017). The impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachers. International Journal of Science Education, 39(10), Article 10. https://doi.org/10.1080/09500693.2017.1329564
Asni, A., Wildan, W., & Hadisaputra, S. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Kimia Siswa Materi Pokok Hidrokarbon. Chemistry Education Practice, 3(1), Article 1. https://doi.org/10.29303/cep.v3i1.1450
Asy’ari, M., Hidayat, S., & Muhali, M. (2019). Prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving untuk meningkatkan pengetahuan metakognisi. Jurnal Inovasi Pendidikan IPA, 5(2), Article 2. https://doi.org/10.21831/jipi.v5i2.27089
Bidabadi, N. S., Isfahani, A. N., Rouhollahi, A., & Khalili, R. (2016). Effective Teaching Methods in Higher Education: Requirements and Barriers. Journal of Advances in Medical Education & Professionalism, 4(4), 170–178.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6
Bugler, D., Marple, S., Burr, E., Chen-Gaddini, M., & Finkelstein, N. (2017). How Teachers Judge the Quality of Instructional Materials. WestEd.
Cleovoulou, Y., & Beach, P. (2019). Teaching critical literacy in inquiry-based classrooms: Teachers’ understanding of practice and pedagogy in elementary schools. Teaching and Teacher Education, 83, 188–198. https://doi.org/10.1016/j.tate.2019.04.012
Dreyfus, A., Jungwirth, E., & Eliovitch, R. (1990). Applying the “cognitive conflict” strategy for conceptual change—Some implications, difficulties, and problems. Science Education, 74(5), Article 5. https://doi.org/10.1002/sce.3730740506
Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. Inquiry: Critical Thinking Across the Disciplines, 26(2), Article 2. https://doi.org/10.5840/inquiryctnews201126214
Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: Is it effective? Chemistry Education Research and Practice, 16(1), 179–186. https://doi.org/10.1039/C4RP00230J
Fitriani, H., Asy’ari, M., Zubaidah, S., & Susriyati, M. (2019). Exploring the Prospective Teachers’ Critical Thinking and Critical Analysis Skills. Jurnal Pendidikan IPA Indonesia, 8(3), Article 3. https://doi.org/10.15294/jpii.v8i3.19434
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed). McGraw-Hill Humanities/Social Sciences/Languages.
Galy, E., Downey, C., & Johnson, J. (2011). The Effect of Using E-Learning Tools in Online and Campus-based Classrooms on Student Performance. Journal of Information Technology Education: Research, 10, 209–230. https://doi.org/10.28945/1503
Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science. EURASIA Journal of Mathematics, Science and Technology Education, 11(5). https://doi.org/10.12973/eurasia.2015.1369a
Hake, R. R. (1999). Analyzing Change/Gain Scores*. 4.
Hidayatulloh, R., Suyono, S., & Azizah, U. (2020). Development of STEM-Based Chemistry Textbooks to Improve Students’ Problem Solving Skills. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 4(3), 308. https://doi.org/10.36312/e-saintika.v4i3.306
Hunaepi, H., Firdaus, L., Samsuri, T., Susantini, E., & Raharjo, R. (2020). Efektifitas Perangat Pembelajaran Inkuiri Terintegrasi Kearifan Lokal Terhadap Keterampilan Berpikir Kritis Mahasiswa. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 10(3), 269–281. https://doi.org/10.24246/j.js.2020.v10.i3.p269-281
Kang, H., Scharmann, L. C., Kang, S., & Noh, T. (2010). Cognitive conflict and situational interest as factors influencing conceptual change. International Journal of Environmental and Science Education, 5(4), 383-405. http://www.ijese.net/makale/1424.html
Lestari, I. (2013). Pengembangan Bahan ajar Berbasis Kompetensi (sesuai dengan kurikulum tingkat satuan pendidikan. Akademia Permata.
Luthfi, I., Mufit, F., & Putri, M. R. N. (2021). Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory. PILLAR OF PHYSICS EDUCATION, 14(1), 37. https://doi.org/10.24036/10771171074
Madu, B. C., & Orji, E. (2015). Effects of Cognitive Conflict Instructional Strategy on Students’ Conceptual Change in Temperature and Heat. SAGE Open, 5(3), 2158244015594662. https://doi.org/10.1177/2158244015594662
Masitoh, I. D., Marjono, M., & Ariyanto, J. (2017). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Siswa Kelas X MIA Pada Materi Pencemaran Lingkungan di Surakarta. Bioedukasi: Jurnal Pendidikan Biologi, 10(1), Article 1. https://doi.org/10.20961/bioedukasi-uns.v10i1.11276
Muhali, M. (2019). Pembelajaran Inovatif Abad Ke-21. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), Article 2. https://doi.org/10.36312/e-saintika.v3i2.126
Muhali, M., Sukaisih, R., & Asy’ari, M. (2020). Implementasi model reflective-metacognitive learning untuk meningkatkan kemampuan berpikir kritis, keterampilan metakognisi dan kesadaran metakognisi. Empiricism Journal, 1(2), Article 2. https://doi.org/10.36312/ej.v1i2.337
Mupa, P., & Chinooneka, T. I. (2015). Factors Contributing to Ineffective Teaching and Learning in Primary Schools: Why Are Schools in Decadence? Journal of Education and Practice, 6(19), 125–132.
Nazalin, N., & Muhtadi, A. (2016). Pengembangan Multimedia Interaktif Pembelajaran Kimia pada Materi Hidrokarbon untuk Siswa Kelas XI SMA. Jurnal Inovasi Teknologi Pendidikan, 3(2), Article 2. https://doi.org/10.21831/jitp.v3i2.7359
Nurmayani, L., Doyan, A., & Verawati, N. N. S. P. (2018). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Peserta Didik. Jurnal Pendidikan Fisika Dan Teknologi, 4(1), Article 1. https://doi.org/10.29303/jpft.v4i1.548
Oppong Frimpong, S. (2021). The role of teaching and learning materials and interaction as a tool to quality early childhood education in Agona East District of the Central Region of Ghana. African Educational Research Journal, 9(1), 168–178. https://doi.org/10.30918/AERJ.91.20.112
Parwata, K. Y. L., & Sudiatmika, A. A. I. A. R. (2020). The Effectiveness Of Learning Tools In Science Learning. Journal of Physics: Conference Series, 1503(1), 012049. https://doi.org/10.1088/1742-6596/1503/1/012049
Prastowo, A. (2013). Panduan kreatif membuat bahan ajar inovatif: Menciptakan metode pembelajaran yang menarik dan menyenangkan (5th ed.). Diva Press.
Prayogi, S., & Verawati, N. N. S. P. (2020). The Effect of Conflict Cognitive Strategy in Inquiry-based Learning on Preservice Teachers’ Critical Thinking Ability. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 0(21), Article 21. https://doi.org/10.7358/ecps-2020-021-pray
Rahmayanti, E., Redjeki, T., & Saputro, A. N. C. (2015). Penggunaan Metode Pembelajaran Make a Match untuk Meningkatkan Keaktifan dan Prestasi Belajar pada Materi Pokok Hidrokarbon Siswa Kelas X SMA Negeri 1 Ngemplak Boyolali Tahun Pelajaran 2013/2014. Jurnal Pendidikan Kimia, 4(1), 174-181. https://jurnal.fkip.uns.ac.id/index.php/kimia/article/view/5245/370
Riawan, M. R. I., Sukamto, S., & Subekti, E. E. (2020). Keefektifan Media Pembelajaran Buku Aktivitas Peta Si Pintar dalam Meningkatkan Motivasi Belajar Siswa. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 4(2), 95. https://doi.org/10.36312/e-saintika.v4i2.193
Rusche, S. N., & Jason, K. (2011). “You Have to Absorb Yourself in It”: Using Inquiry and Reflection to Promote Student Learning and Self-knowledge. Teaching Sociology, 39(4), 338–353. https://doi.org/10.1177/0092055X11418685
Septryanesti, N., & Lazulva, L. (2019). Desain dan Uji Coba E-Modul Pembelajaran Kimia Berbasis Blog pada Materi Hidrokarbon. JTK (Jurnal Tadris Kimiya), 4(2), 202–215. https://doi.org/10.15575/jtk.v4i2.5659
Setyowati, A., Subali, B., & Mosik -. (2011). Implementasi Pendekatan Konflik Kognitif Dalam Pembelajaran Fisika Untuk Menumbuhkan Kemampuan Berpikir Kritis Siswa Smp Kelas Viii. Jurnal Pendidikan Fisika Indonesia, 7(2), Article 2. https://doi.org/10.15294/jpfi.v7i2.1078
Situmorang, M., Sitorus, M., Hutabarat, W., & Situmorang, Z. (2015). The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia. International Education Studies, 8(10), 72–85. https://doi.org/10.5539/ies.v8n10p72
Soeharto, S., CsapÃ3, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools. Jurnal Pendidikan IPA Indonesia, 8(2), Article 2. https://doi.org/10.15294/jpii.v8i2.18649
Sukaisih, R., Muhali, M., & Asy’ari, M. (2020). Meningkatkan keterampilan metakognisi dan berpikir kritis siswa melalui pembelajaran model pemecahan masalah dengan strategi konflik-kognitif. Empiricism Journal, 1(1), Article 1. https://doi.org/10.36312/ej.v1i1.329
Suwastono, A. (2011). Pengembangan pembelajaran e-learning berbasis moodle pada matakuliah penginderaan jauh S-1 Jurusan Geografi Universitas Negeri Malang / Andik Suwastono [Masters, Universitas Negeri Malang]. http://repository.um.ac.id/62225/
Thursinawati. (2012). Penerapan Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Penguasaan Konsep dan Pemahaman Hakikat Sains Siswa. Visipena Journal, 3(1), 83–99. https://doi.org/10.46244/visipena.v3i1.55
Tompo, B., Ahmad, A., & Muris, M. (2016). The Development of Discovery-Inquiry Learning Model to Reduce the Science Misconceptions of Junior High School Students. International Journal of Environmental and Science Education, 11(12), 5676–5686. http://www.ijese.net/makale/732.html
Verawati, N. N. S. P., Hikmawati, H., & Prayogi, S. (2020). The Effectiveness of Inquiry Learning Models Intervened by Reflective Processes to Promote Critical Thinking Ability in Terms of Cognitive Style. International Journal of Emerging Technologies in Learning (IJET), 15(16), 212-220. https://doi.org/10.3991/ijet.v15i16.14687
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Muhammad Sabri, Muhali, Hulyadi, Muhammad Asy’ari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Journal of Authentic Research agree to the following terms:
- For all articles published in Journal of Authentic Research, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
