Validity of physics learning module based on problem based learning to improve students metacognitive skills

This study aims to obtain a valid scientific-based physics learning module to improve critical thinking skills in Dynamic Fluid material for high school/MA students. This study uses a research development design and approach or is included in development research. In this study, a scientific-based physics learning module was developed. The development of this module refers to the development of the (4-D model) proposed by Thiagarajan. This model consists of 4 development stages, namely (Define, Design, Develop, and Disseminate). However, this study is only limited to the development stage, namely the validation stage. The validation test is a theoretical validation. Namely, assurance carried out by experts in their fields. The confirmation includes material, media, language, teacher and peer validation. The research results found that the physics-based learning module was scientifically based on improving critical thinking skills in Dynamic Fluid material for high school / MA students, which were developed to meet the validity criteria. In conclusion, the physics-based learning module to improve critical thinking skills in Dynamic Fluid material for high school / MA students is very well developed.

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Efektivitas Penggunaan Model Pembelajaran Berbasis Masalah (PBM) terhadap Hasil Belajar Fisika Siswa SMAN 9 Lubuklinggau

PENDIPA Journal of Science Education ◽

10.33369/pendipa.2.3.206-213 ◽

2018 ◽

Vol 2 (2) ◽

pp. 206-213

Author(s):

Eka Maryam

Keyword(s):

High School Students ◽

Learning Outcomes ◽

Problem Based Learning ◽

Learning Model ◽

T Test ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Physics Learning ◽

The Difference

ABSTRACT [The Effectiveness of Using a Model Problem-based Learning (PBL) to the Results of Physics Learning on High School Students 9 Lubuklinggau]. The objective of this study was to determine the effectiveness of the use of problem-based learning model. The research method used experiments with the form of Nonequivalent Control Group Design. The sample in this research is the students of class XI A and class XI B SMA N 9 Lubuklinggau City which amounted to 50 students. The technique of collecting data in this research is a test. The test is in the form of pretest and finally test (posttest). The purpose of holding initial and final tests to determine the effectiveness of Physics learning with PBM model and conventional learning. The test instrument that was made before the test was tested was done by panelists test using Intracorelation class coefficient (ICC). Data analysis technique used in this research is t-test. The results showed that there are differences in student learning outcomes taught with Problem-Based Learning model (PBM) with students taught with conventional learning model. The difference can be seen in the result of t-test which yields t-count> t-table (3,98> 2.01). The effectiveness of using the PBM model in the experimental class is 13.5% better than in the control class. Keywords: Effectiveness; model; PBL; learning outcomes.

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Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

Jurnal Pendidikan (Teori dan Praktik) ◽

10.26740/jp.v2n1.p77-85 ◽

2017 ◽

Vol 2 (1) ◽

pp. 77

Author(s):

Sucipto Sucipto

Keyword(s):

Problem Solving ◽

Learning Strategies ◽

Cognitive Abilities ◽

Problem Based Learning ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Metacognitive Skills ◽

Higher Order Thinking Skills ◽

Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir tingkat tinggi, pendidik dituntut untuk menciptakan suasana belajar yang mendukung dan menggunakan strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

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