Pengembangan Materi Ajar Impuls dan Momentum Menggunakan Model Pengajaran Langsung Untuk Melatih Keterampilan Pemecahan Masalah
DOI:
https://doi.org/10.36312/jar.v3i1.1035Keywords:
Pengajaran Langsung, Impuls dan Momentum, Hasil Belajar, Keterampilan Pemecahan MasalahAbstract
Hasi penelitian menunjukkan peran materia ajar sangat krusial dalam pembelajaran fisika. Sayangnya, ketersediaan materia ajar yang relevan masih kurang diperhatikan sehingga keterampilan pemecahan masalah siswa masih tergolong rendah pada saat diberikan latihan soal. Tujuan penelitian ini adalah mendeskripsikan validitas, kepraktisan, dan efektivitas materi ajar fisika. Penelitian ini merupakan penelitian pengembangan menggunakan model desain ASSURE. Penelitian ini melibatkan dua validator ahli (dosen) dan satu validator praktisi (guru matapelajaran) untuk menguji validitas materi ajar. Pada tahap uji kepraktisan dan keefektifan, 27 siswa kelas X MIPA 5 di SMA Negeri 2 Banjarmasin dilibatkan dalam penelitian ini. Data penelitian diperoleh menggunakan lembar validasi materi ajar, angket respon siswa, dan tes hasil belajar siswa yang dianalisis secara deskriptif-kuantitatif. Hasil penelitian menunjukkan bahwa (1) validitas materi ajar berdasarkan lembar validasi berkategori valid (skor: 3,38) dan reliabel (r: 0.97), (2) kepraktisan materi ajar berdasarkan angket respon siswa berkategori praktis (skor: 3,08), (3) efektivitas materi ajar berdasarkan tes hasil belajar berkategori sedang (n-gain: 0,62). Berdasarkan hasil penelitian, dapat disimpulkan bahwa materi ajar impuls dan momentum yang dikembangkan valid, praktis dan efektif untuk melatihkan keterampilan pemecahan masalah dan layak untuk digunakan dalam pengajaran fisika.
Development of Teaching Materials for Impulse and Momentum Using the Direct Instruction Model to Train Problem-Solving Skills
Abstract
Research results indicate the crucial role of teaching materials in physics learning. Unfortunately, the availability of relevant teaching materials is still overlooked, resulting in students' problem-solving skills being relatively low when given problem-solving exercises. The purpose of this study is to describe the validity, practicality, and effectiveness of physics teaching materials. This research is a development study using the ASSURE design model. The study involved two expert validators (lecturers) and one practitioner validator (subject teacher) to test the validity of the teaching materials. In the practicality and effectiveness test phases, 27 students from class X MIPA 5 at SMA Negeri 2 Banjarmasin were involved in this study. Research data were obtained using teaching material validation sheets, student response questionnaires, and student learning outcome tests, which were analyzed descriptively and quantitatively. The results show that (1) the validity of teaching materials based on the validation sheet is categorized as valid (score: 3.38) and reliable (r: 0.97), (2) the practicality of teaching materials based on student response questionnaires is categorized as practical (score: 3.08), (3) the effectiveness of teaching materials based on learning outcome tests is categorized as moderate (n-gain: 0.62). Based on the research results, it can be concluded that the developed teaching materials for impulse and momentum are valid, practical, and effective for training problem-solving skills and are suitable for use in physics teaching.
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