Fluidmistar Media in Inquiry to Improve the Creative Thinking Skills of Senior High School Students
Main Article Content
Abstract
Learning media an important role in supporting the learning process as a tool for students to gain mastery of the material. This study aims to produce valid fluidmistar media and analyze the increase in students' creative thinking skill after using fluidmistar learning media. Research and development is a method specifically using the ADDIE development model. The data collection technique used was a test of creative thinking skills and a student response questionnaire. The results of the expert's assessment stated that fluidmistar media was feasible to use improve creative thinking skills through inquiry learning. The implementation of fluidmistar media in inquiry learning was applied to students of senior high school in Sragen, Central Java with a total sample of 58 students. Student responses to the Fluidmistar learning media obtained good category. The results of students' positive responses indicate that the developed media to improve students' creative thinking skill and positive responses. The increase in creative thinking skill can be seen based on the pretest and posttest score tested through the N-gain test obtained at 0.74 in the high category. Fluidmistar learning media is suitable for use in inquiry learning to improve students' creative thinking skills on dynamic fluid material.
Keywords: fluidmistar media; inquiry; creative thinking skill
Media pembelajaran memberikan peranan penting dalam menunjang proses pembelajaran sebagai alat bantu bagi siswa untuk mencapai penguasaan materi. Penelitian ini bertujuan untuk menghasilkan media fluidmistar yang valid dan menganalisis peningkatan kemampuan berpikir kreatif siswa setelah implementasi menggunakan media pembelajaran fluidmistar. Penelitian dan pengembangan merupakan metode yang khusus menerapkan model pengembangan ADDIE. Teknik pengumpulan data yang digunakan adalah tes keterampilan berpikir kreatif dan angket respon siswa. Hasil penilaian ahli menyatakan bahwa media fluidmistar layak digunakan untuk meningkatkan kemampuan berpikir kreatif melalui pembelajaran inkuiri. Implementasi media fluidmistar dalam pembelajaran inkuiri diterapkan pada siswa salah satu SMA Muhammasiyah 2 Gemolong Jawa Tengah dengan jumlah sampel 58 siswa. Hasil validasi ahli media diperoleh hasil rekomendasi dari aspek data dan grafik (90%), kombinasi warna (92%), pemilihan teks (88%), relevasi konten (86%), presentasi audio visual (85%) and efektivitas media pembelajaran (87%). Media Fluidmistar dinyatakan layak digunakan sebagai media pembelajaran konsep fluida. Respon siswa terhadap media pembelajaran Fluidmistar diperoleh kategori baik. Hasil respon positif siswa menunjukkan bahwa media yang dikembangkan dapat meningkatkan keterampilan berpikir kreatif siswa dan respon positif. Peningkatan keterampilan berpikir kreatif dapat dilihat berdasarkan skor pretest dan posttest yang diuji melalui uji N-gain diperoleh sebesar0,74 dengan kategori tinggi. Media pembelajaran fluidmistar cocok digunakan dalam pembelajaran inkuiri untuk meningkatkan kemampuan berpikir kreatif siswa pada materi fluida dinamis.
Downloads
Article Details
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in PHENOMENON.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Aldoobie, N. (2015). ADDIE Model. American International Journal of Contemporary Research, 5(6).
Atmam, P. L., & Mufit, F. (2023). Using Adobe Animated CC in Designing Interactive Multimedia Based on Cognitive Conflict on Parabolic Motion Materials. Jurnal Ilmu Pendidikan Fisika, 8(1), 64–74.
Ault, M., Craig-Hare, J., Frey, B., Ellis, J., & Bulgren, J. (2015). The Effectiveness of Reason Racer, a Game Designed to Engage Middle School Students in Scientific Argumentation. Journal of Research on Technology in Education, 47, 21–40. https://doi.org/10.1080/15391523.2015.967542
Budiarti, I. S., Boy, B. Y., & Lumbu, A. (2021). Students ’ Scientific Problem Solving Skills in 3T Region: Using PhET Simulation to Enhance the Matter. Jurnal Pendidikan Fisika Dan Keilmuan (JPFK), 7(2), 59–76.
Chang, P.-S., Lee, S.-H., & Wen, M. L. (2022). Developing an inquiry-based laboratory curriculum to engage students in planning investigations and argumentation. International Journal of Science Education, 44(18), 2659–2684. https://doi.org/10.1080/09500693.2022.2141083
Damayanti, N., & Mundilarto, M. (2022). The iSpring learning media integrated with the KWL learning model: Impact on Students’ self-directed learning in momentum and impulse. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 11(1), 77–89. https://doi.org/10.24042/jipfalbiruni.v11i1.11363
Dick, W., & Carey, L. (1990). The Systematic Design of Instruction. (Third ed.). United Stated of America: Harper Collins Publishers.
Fahmi, S., Widayati, & Priwantoro, S. W. (2022). Android Learning Media Development to Improve Spatial Ability. Jurnal phenomenon. 12(1), 90–107.
Hake, R. R. (1999). Analyzing Change/Gain Scores. dalam www.physics.indiana.edu/sdi/AnalyzingChange-Gain.pdf diakses 10 November 2017
Haris Odja, A., Hasan, M., & Mursalin. (2022). The Effect of Problem Based Learning Applied With Blended Learning on Students’ Problem Solving Skills. Jurnal Ilmu Pendidan Fisika, 7(3), 248–255.
Kapici, H. O., Akcay, H., & Cakir, H. (2022). Investigating the effects of different levels of guidance in inquiry-based hands-on and virtual science laboratories. International Journal of Science Education, 44(2), 324–345. https://doi.org/10.1080/09500693.2022.2028926
Korukluoğlu, P., & Yucel-Toy, B. (2022). Digital storytelling in online elementary science education: a case study on science and technology club activities. International Journal of Science Education, 44(17), 2541–2564. https://doi.org/10.1080/09500693.2022.2138727
Stiawan, E., Basuki, R. Liliasari & Rohman, I. (2022). Enhancement of Indonesian high school student conceptual mastery on VSEPR topic using virtual simulation of molecule shapes: A Case Study of quasi-experimental evidence. Jurnal Pendidikan IPA Indonesia, 11(4), 511–518. https://doi.org/10.15294/jpii.v11i4.36385
Matsun, Boisandi, Sari, I. N., Hadiati, S., & Pramuda, A. (2021). Development of Potential Energy Props Based on Arduino Uno Microcontroller to Improve Student Achievement. Jurnal Pendidikan Fisika dan Keilmuan, 7(2), 108–129.
Mikeska, J., & Howell, H. (2020). Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions. Journal of Research in Science Teaching, 57. https://doi.org/10.1002/tea.21659
Mikeska, J., & Lottero‐Perdue, P. (2022). How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment. Science Education, 106. https://doi.org/10.1002/sce.21726
Mufit, F., Asrizal, A., Puspitasari, R., & Annisa, A. N. (2022). Cognitive Conflict-based E-Book with real experiment video analysis integration to enhance conceptual Understanding of Motion Kinematics. Jurnal Pendidikan IPA Indonesia, 11(4), 626–639. https://doi.org/10.15294/jpii.v11i4.39333
Mufit, F., & Fitri, A. D. (2022). The Analysis of Experiment Video on Cognitive Conflict- Based Teaching Materials to Enhance Momentum-Impulse Concepts Understanding. Jurnal Penelitian dan Pengembangan Pendidikan Fisika, 8(2), 293–304.
Muliyati, D., Putri, R. M., & Fahdiran, R. (2022). “Elektrotektif ”: An Educational Game to Explore Electricity Concept Using Case-Based Learning. Jurnal Penelitian dan Pengembangan Pendidikan Fisika, 8(2), 283–292.
Ndoa, Y. A. A., Anastasia, D. P. & Jumadi. (2022). Development of An Android-Based Physics E-Book with A Scientific Approach to Improve The Learning Outcomes of Class X High School Students on Impulse and Momentum Materials. Jurnal Pendidikan Fisika Indonesia, 18(2), 107–121. https://doi.org/10.15294/jpfi.v18i2.30824
Paramata, R., Odja, Y., & Setiawan, B. (2022). Development of Learning Media using Powtoon Application on Liquid Pressure Topic. Jurnal Pendidikan Fisika Indonesia, 18(2), 182–191. https://doi.org/10.15294/jpfi.v18i2.36839
Park, J., Chang, J., Park, J., & Yoon, H.-G. (2022). Features of and representational strategies in instructional videos for primary science classes. International Journal of Science Education, 44(16), 2397–2422. https://doi.org/10.1080/09500693.2022.2126289
Rahmawati, I., Nisrina, N., & Abdani, M. R. (2022). Multi-representation-based interactive physics electronic module as teaching materials in online learning. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 11(1), 47–55. https://doi.org/10.24042/jipfalbiruni.v11i1.10544
Susilawati, Azizah, N. A. N., & Kusuma, H. H. (2021). Investigating differences in project activities and student digital literacy between learning through electronic workbench and PhET Simulation. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 10(2), 299–311. https://doi.org/10.24042/jipfalbiruni.v10i2.10008
Susilawati, Rusdiana, D., Kaniawati, I., & Ramalis, T. R. (2022). Pre-Service Physics Teacher Conceptions and Visual Literacy to Observe Sky Maps throught Heaven View Media. Jurnal Ilmu Pendidikan Fisika, 7(1), 18–29.