PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA SEKOLAH UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN KEMAMPUAN BERARGUMENTASI CALON GURU FISIKA
(1) Jl. Dr. Setiabudhi No. 229 Bandung
(2) Jl. Dr. Setiabudhi No. 229 Bandung
Abstract
Penelitian ini bertujuan untuk menghasilkan perangkat  pembelajaran fisika sekolah yang dapat meningkatkan  pemahaman konsep dan kemampuan berargumentasi calon guru fisika. Penelitian dilakukan terhadap mahasiswa jurusan pendidikan fisika semester III di salah satu LPTK di Bandung dengan menggunakan desain Research and Development yang dimodifikasi dengan menggunakan  mixed method design. Langkah-langkah penelitian meliputi tahap studi pendahuluan, tahap pengembangan, tahap ujicoba terbatas, tahap analisis dan tahap pelaporan. Perangkat program pembelajaran fisika sekolah dikembangkan menggunakan model pembelajaran pembangkit argumen. Hasil penelitian menunjukkan terjadi peningkatan pemahaman konsep pada kelas eksperimen sebesar 0,72 dengan kategori tinggi dan kelas kontrol sebesar 0,41 dengan kategori sedang. Kemampuan berargumentasi mahasiswa berkembang baik dengan kategori sedang. Aktivitas dosen dan mahasiswa dalam pelaksanaan pembelajaran terlaksana dengan kategori baik. Mahasiswa memberikan tanggapan sangat positip terhadap model pembelajaran yang dikembangkan.
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This study aimed to develop the learning instruments of school physics subject to improve conceptual understanding and argumentation ability of prospective physics teachers. This study was done toward the third semester of physics education students of an LPTK in Bandung by using the design of Research and Development modified by the use of the mixed method design. The steps of this study were introductory study, development study, limited implementation, analysis, and report phases. The instrument set of school physics learning programs was developed using the generate-an-argument model. The results of this study showed the increase in conceptual understanding for the experiment class by 0.72 (in a high category) and those for the controlled class by 0.41 (in a medium category). Additionally, the argumentation ability of students developed well in a medium category and the lecturer and students activities in doing the learning process proceeded well. Finally, the students gave very positive response to the learning model developed
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