PENGEMBANGAN BAHAN AJAR BERBASIS MULTIPLE REPRESENTATIONS PADA MATERI KELISTRIKAN UNTUK MENINGKATKAN SELF-EFFICACY DAN KEMAMPUAN PEMECAHAN MASALAH
| Main Author: | CLAUDIA CITRA, 1723022008 |
|---|---|
| Format: | Masters NonPeerReviewed Book Report |
| Terbitan: |
, 2020
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| Subjects: | |
| Online Access: |
http://digilib.unila.ac.id/61031/1/1.%20ABSTRAK.pdf http://digilib.unila.ac.id/61031/2/2.%20TESIS%20FULL.pdf http://digilib.unila.ac.id/61031/3/3.%20TESIS%20FULL%20TANPA%20BAB%20PEMBAHASAN.pdf http://digilib.unila.ac.id/61031/ |
Daftar Isi:
- ABSTRAK PENGEMBANGAN BAHAN AJAR BERBASIS MULTIPLE REPRESENTATIONS PADA MATERI KELISTRIKAN UNTUK MENINGKATKAN SELF-EFFICACY DAN KEMAMPUAN PEMECAHAN MASALAH Oleh CLAUDIA CITRA Penelitian ini bertujuan untuk mengetahui bahan ajar berbasis multiple representations yang valid, praktis, dan efektif untuk meningkatkan self-efficacy dan kemampuan pemecahan masalah materi listrik statis. Metode penelitian menggunakan Research and Development (R&D). Dalam penelitian pengembangan ini terdapat empat tahap yaitu, tahap pertama adalah perencanaan pengembangan produk. Tahap kedua yaitu menghasilkan produk yang telah di uji validasi. Tahap ketiga yaitu menghasilkan produk yang telah diuji coba sehingga didapatkan keprektisan dan keefektifan. Tahap keempat adalah penyebaran produk dan submit jurnal. Teknik pengambilan sampel menggunakan teknik purposive sampling yaitu siswa kelas XII di SMA Negeri 15 Bandar Lampung, SMA YP UNILA Bandar Lampung, dan SMA Negeri 2 Kalianda. Instrumen yang digunakan, yaitu lembar observasi keterlaksanaan bahan ajar, respon siswa terhadap bahan ajar, lembar aktivitas siswa, lembar self-efficacy, dan soal tes kemampuan pemecahan masalah siswa. Teknik analisis data menggunakan analisis deskriptif dengan persentase, N-gain analysis, dan independent t-test. Hasil penelitian menunjukkan bahan ajar berbasis multiple representations: 1) praktis digunakan dalam pembelajaran, yang ditunjukkan oleh a) skor rerata keterlaksanaan bahan ajar dalam setiap kegiatan pembelajaran yaitu 87,31 dengan kriteria sangat tinggi dan b) respon positif siswa menggunakan bahan ajar yaitu 83,75%. 2) efektif, yang ditunjukkan oleh a) aktivitas siswa selama mengikuti pembelajaran yaitu kategori aktif dan b) terdapat perbedaan secara signifikan self-efficacy dan kemampuan pemecahan masalah antara masing-masing sekolah. Self-efficacy dan kemampuan pemecahan masalah masing-masing sekolah yang diajar menggunakan bahan ajar berbasis multiple representations lebih baik dibandingkan menggunakan bahan ajar konvensional. Kata Kunci : Keefektifan, Kepraktisan, Multiple Representations, Self-Efficacy ABSTRACT THE DEVELOPMENT OF MULTIPLE REPRESENTATIONS BASED ON TEACHING MATERIALS IN ELECTRICAL THEORY TO IMPROVE SELF-EFFICACY AND ABBILITY PROBLEM SOLVING By CLAUDIA CITRA The objective of this research was to teaching materials based on multiple representations that are valid, practical, and effective to improve self-efficacy and ability of physics problem solving in static electricity theory. The research method uses Research and Development (R&D). In this development research there are four stages namely, the first stage is product development planning. The second step is to produce a product that has been tested for validation. The third stage is to produce a product that has been tested so that the effectiveness and effectiveness are obtained. The fourth stage is product distribution and journal submission. Samples were taken by using purposive sampling. Samples were grade XII students in Public Senior High School 15 in Bandar Lampung, YP Unila Senior High School in Bandar Lampung, and Public Senior High School 2 in Kalianda. Instruments to use were observation sheets for teaching material implementation, students’ response to teaching material, student’s activity sheet, self-efficacy sheet, and problems for student’s problem solving ability test. Data were analyzed by using descriptive analysis with percentage, N-gain analysis, and independent t-test. The research results showed that multiple representations based teaching material were: 1) practical to use in learning, and it was shown by (a) the average score of teaching material implementation by 87.31 in each learning activity and it belonged to very high criteria and (b) positive student’s response by 83.75% in using teaching material; 2) effective, and it was shown by (a) active category for student’s activity during learning, and (b) significant differences of self-efficacy and problem solving ability between experiment and control classrooms. Self-efficacy and problem solving ability of each school taught using teaching materials based on multiple representations is better than using conventional teaching materials. Keywords: Increase, Multiple Representations, Self-Efficacy