CAPAIAN LEVEL BERPIKIR REFLEKTIF MAHASISWA PROGRAM REMIDIAL PERKULIAHAN FISIKA MATEMATIKA 1 BERBASIS COGNITIVE APPRENTICESHIP INSTRUCTION

Ellianawati -(1), D Rusdiana(2), J Sabandar(3), A Rusli(4),

DOI: https://doi.org/10.15294/jpfi.v10i2.3450


(1) Gdg. D7 Lt. 2 Kampus Sekaran, Gunungpati, Semarang
(2) Jurusan Fisika Universitas Pendidikan Indonesia, Bandung, Indonesia
(3) Program Studi Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Bandung, Indonesia
(4) Program Studi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Bandung, Indonesia

Abstract

Penelitian ini bertujuan untuk mengetahui capaian level berpikir reflektif mahasiswa yang menempuh program remidial perkuliahan Fisika Matematika 1(Fismat 1) berbasis Cognitive Apprenticeship Instruction (CAI). Penelitian ini merupakan penelitian pendahuluan dari serangkaian penelitian mixed method dengan desain embedded experimental yang melibatkan 6 orang mahasiswa dan diamati dalam empat tatap muka. Perkuliahan berbasis CAI ini menggunakan sintaks perkuliahan yang terdiri atas tahapan modeling, coaching, articulation, reflection, dan exploration. Pada akhir penelitian mahasiswa diberi tes keterampilan berpikir reflektif, diminta mengisi angket, dan diwawancarai. Data dianalisis secara kualitatif dan ditriangulasi dari hasil analisis observasi, angket, dan wawancara. Hasil penelitian ini menginformasikan bahwa perkuliahan Fismat 1 berbasis CAI membantu mahasiswa yang mengikuti remidial sehingga mampu berpikir reflektif pada level kedua dari empat level berpikir reflektif, yaitu understanding. Beberapa kriteria berpikir reflektif masih belum dicapai mahasiswa secara optimal. Oleh karena itu perlu strategi yang lebih efektif dalam setiap tahapan CAI untuk meningkatkan level berpikir reflektif mahasiswa.

ABSTRACT

This research is a mixed method research design which aimed to determine the students’ reflective thinking level after they experienced cognitive apprenticeship instruction (CAI) based learning program in the Mathematical Physics 1. Syntaxes of CAI program are modeling, coaching, articulation, reflection, and exploration. The data was collected from six remedial students’ performances of reflective thinking skill test and was analyzed using qualitative approach by triangulating it with observation and questionnaire, as well as interview results. The data analysis showed that the remedial students’ level was on the second phase of reflective thinking skill, namely understanding level. Several criterias of reflective thinking skill were still poor achieved by the students. Therefore, the more effective strategies applied in every syntax of CAI are required in order to improve the students’ level of reflective thinking.

Keywords

reflective thinking level; mathematical physics; Cognitive Apprenticeship Instruction (CAI)

Full Text:

PDF

References

Arslan AS and Arslan S. (2010). Mathematical models in physics: A study with prospective physics teacher. Scientific Research and Essays, 5 (7); 634-640.

Dennen, V. P. dan Jonassen, D. H. (Ed). (2004). Cognitive Apprenticeship in Educational Practice: Research on Scaffolding, Modeling, Mentoring, and Coaching, as Instructional Strategies. Handbook of Research on Educational Communications and Technology (2nd ed.), pp. 813-828. [Online] Tersedia di: http://learngen.org/~aust/EdTecheBooks/ AECT%20HAND BOOK%202ND/31.pdf. Diakses tanggal 19 Januari 2014.

Dewey, J. (1910). How We Think. Boston, New York, Chicago: D.C. Heath and Co. Publishers.

Ellianawati, Rusdiana, D., Sabandar, J. (2013). Reflective Thinking Skills in Prospective Physics Teachers. Diseminarkan dalam forum MSCEIS 2013. Tanggal 19 Oktober 2013 di UPI Bandung.

Ellianawati, E., Rusdiana, D., & Sabandar, J. (2013). Kontribusi Pembelajaran Fisika Matematika dalam Mengembangkan Kemampuan Pemecahan Masalah Calon Guru Fisika Melalui Keterampilan Berpikir Reflektif. Prosiding Seminar dan Simposium Fisika . pp. 130-136.

Gupta, A. and Elby, A. (2011). Beyond Epistemological Deficits: Dynamic explanations of engineering students’ difficulties with mathematical sense-making; International Journal of Science Education, 33, (18); 2463–2488.

Katz, S., Allbritton, D., and Connelly, J. (2003). Going Beyond the Problem Given: How Human Tutors Use PostSolution Discussions to Support Transfer. International Journal of Artificial Intelligence in Education (IJAIED), 13; 79-116.

D Kember, Doris Y P Leung, Alice Jones, Alice Yuen Loke, Jan McKay, Kit Sinclair, Harrison Tse, Celia Webb, Frances kam Yuet Wong, Marian Wong, Ella Young (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25 (4); 381-395.

Rodgers, C. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking. Teachers College Record. 104 (4); 842-866.

Sabandar, J. (2013). Berpikir Reflektif dalam Pembelajaran Matematika. Tersedia di website: http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._MATEMATIKA/194705241981031-JOZUA_SABANDAR/KUMPULAN_MAKALAH_DAN_JURNAL/Berpikir_Reflektif2.pdf.(diakses tanggal 25 Mei 2013).

Slisko, J. (2008). How can formulation of physics problems and exercises aid students in thinking about their results?. Lat. Am. J. Phys. Educ. 2, (2).

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License