IMPLEMENTASI MODEL EKSPERIMEN GELOMBANG OPEN-INQUIRY UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA FISIKA
(1) Jurusan Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang (UNNES), Semarang, Indonesia
(2) Jurusan Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang (UNNES), Semarang, Indonesia
(3) Jurusan Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang (UNNES), Semarang, Indonesia
Abstract
Pembelajaran Fisika Gelombang (PFG) dilaksanakan melalui implementasi model eksperimen open-inquiry. Tujuan utama penelitian ini untuk menguji keefektivan model eksperimen open-inquiry untuk mengembangkan keterampilan berpikir kritis mahasiswa. Penelitian ini menggunakan metode penelitian eksperimen pendidikan. Subjek penelitian adalah dua kelompok belajar yang terdiri dari 27 mahasiswa (eksperimen) dan 38 mahasiswa (kontrol) tahun 2011. Data penelitian tentang eksperimen open-inquiry dan keterampilan berpikir kritis dikumpulkan dengan lembar observasi dan panduan penilaian laporan, dan kuesioner untuk tanggapan mahasiswa. Hasil penelitian yaitu:1) skor rerata kemampuan eksperimen gelombang open-inquiry 80 (tutorial) dan 78 (tanpa tutorial) (skala 100), 2) hasil uji beda t diperoleh 2,205 (p < 0,05) dan uji t sampel tunggal diperoleh 10,15 (p < 0,01), yang menunjukkan kemampuan bereksperimen kedua kelompok berbeda secara signifikan, 3) skor rerata keterampilan berpikir kritis 80 (tutorial) dan 78 (tanpa tutorial), 4) hasil uji beda t diperoleh 1,864 (p < 0,05) dan uji t sampel tunggal diperoleh 8,34 (p< 0,01), yang menjelaskan keterampilan berpikir kritis kedua kelompok berbeda secara signifikan. Kesimpulan penelitian adalah implementasi model eksperimen gelombang open-inquiry efektif untuk mengembangkan keterampilan berpikir kritis mahasiswa fisika.
The Waves  Physics Learning (WPL) is carried out through implementation of an open-inquiry experiment waves model. The main objective is to examine of effectiveness of an implementation model and to develop of physics’ students critical thinking skills. This research used developmental research model. These data of the implementation experiment and the critical thinking skills were collected by observation sheets, assessment guidelines, and questionnaires for student responses. The results were 1) average score of an open-inquiry experiment model are 80 (tutorial) and 78 (non tutorial) (100 scale); 2) result of t test  2.205 ( p < 0.05) and one sample t test  10.15 (p<0.01) show that achievement in experiment between two groups was significantly difference; 3) average score of critical thinking skills are 80 and 78 (100 scale), 4) results of t test 1.864 (p<0.05) and t test one sample 8.34 (p<0.01) show that achievement in experiment between two groups was significantly difference (reguler) (100 scale). It can be concluded that the implementation of an open-inquiry experiment waves model effective to develop the critical thinking skills physics students.
Keywords
Full Text:
PDFReferences
Bassham, G., Irwin, W., Nardone, H., & Wallace, J.M. 2008. Critical Thinking: A Student Introduction, 2nd edition. Singapore: McGraw-Hill Company, Inc
Bers, T. 2005. Assessing Critical Thinking in Community Colleges. New Directions for Community Colleges, 130: 15 – 25
Clulow, V. & Brace-Govan, J. 2001. Learning through bulletin board discussion: A preliminary case analysis of the cognitive dimension. Paper presented in the Moving Online Conference II, September 2-4, 2001, Gold Coast, Australia
Gall, M.D., Gall, J.P. & Borg, W.R. 2003. Educational Research: An Introduction (7th ed.). Boston: Allynn and Bacon
Hartati, B. 2010. Pengembangan Alat Peraga Gaya Gesek untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMA. Jurnal Pendidikan Fisika Indonesia, 6 (2): 128-132
Laughlin, P.R., Hatch, E.C., Silver, J.S., & Boh, L. 2006. Groups Perform Better Than the Best Individuals on Letters-to-Numbers Problems: Effects of Group Size. Journal of Personality and Social Psychology, 90 (4): 644-651
Marzano, R.J. 2006. Classroom Assessment & Grading that Work. Alexandria: The Association for Supervision and Curriculum Development
Noe, J.W. 2007. Simple Creative Projects from an Optics Teaching Laboratory. USA: Department of Physics and Astronomy, University Stony Brook
Peter, D.R. 2006. Teacher Perception of Different Modes of Conducting a Physics Experiment. Malaysia: SEAMEO RECSAM
Planinsic, G. 2007. Project Laboratory for First Students. European Journal of Physics, 28: S71-S82
Priemer, B. 2004. Open-ended Experiment about Wind Energy. Germany: Department of Physics and Astronomy
Santrock, J.W. 2008. Educational Psychology. Third Edition. Singapore: McGraw-Hill International Edition
Sarwi & Liliasasi, 2009. Penerapan Open-ended Laboratory Technique pada Eksperimen Gelombang. Jurnal Penelitian Pendidikan IPA, III (2): 111-120
Suparno, P. 2007. Metodologi Pembelajaran Fisika. Yogayakarta: Universitas Sanata Dharma
Triwiyono. 2011. Program Pembelajaran Fisika Menggunakan Metode Eksperimen Terbimbing untuk Meningkatkan Keterampilan Berpikir Kritis. Jurnal Pendidikan Fisika Indonesia, 7 (2): 80-83
Tanel, Z. & Erol, M. 2008.Effects of Cooperative Learning on Instructing Magnetism: Analysis of an Experimental Teaching Sequence. Lat. Am. J. Phys. Educ. 2 (2):124-136
Tanel, R., Sengoren, S.K., & Kavcar, N. 2008. Prospective Physics Teachers’ Ideas and Drawings about The Reflection and Transmission of Mechanical Waves. Lat. Am. J. Phys. Educ. 2 (2): 113-123
Turner, J. & Parisi, A. 2008. A Take-Home Physics Experiment Kit for On-Campus and Off-Campus Students. Journal of Teaching Science, 54
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License