The assessment of problem-solving skills relied on five indicators, namely 1) focusing on the problem, 2) analyzing the problem using Physics concepts, 3) planning a solution, 4) executing the plan, and 5) evaluating the results. Based on the analysis of the answers to the results of the pre-test and post-test with five indicators of problem-solving skills, most students had difficulty when they analyzed problems using the concept of physics. Meanwhile, most students could meet the evaluation of the results indicators well. https://elfvaping.com
Purwaningsih, et al., 2020
Abstract: The biggest challenge for teachers in this industrial revolution 4.0 is to create a learning design that improves students’ problem-solving skills. Many students face difficulties in applying physics concepts in life since their problem-solving skills are relatively low. Therefore, valid, practical, and effective teaching materials with the STEM-PjBL model integrated with TPACK can be used as the breakthrough. This learning tool is packaged in five steps with various learning experiences, and the students are directly involved in using ICT, making a video, PPT, and using moodle. This research and development used 4D design with four stages, i.e., 1) define, 2) design, 3) develop, and 4) disseminate. In the define and design stages, need analysis and development of draft teaching materials were carried out. Development is an expert validation stage, and its results were declared as very valid. Dissemination is a limited trial phase with one group pretest-posttest design to see its practicality and effectiveness. The results of dissemination were stated to be very practical, showing that the learning plan can be well implemented. The students’ problem-solving skills increased after they attended learning by using the developed device. Other findings showed that students were more excited, happy, and comfortable in learning physics.
Abstrak: Tantangan terbesar bagi guru dalam revolusi industri 4.0 ini adalah menciptakan desain pembelajaran yang mampu meningkatkan kemampuan pemecahan masalah siswa. Banyak siswa menghadapi kesulitan dalam menerapkan konsep fisika dalam kehidupan karena kemampuan pemecahan masalah mereka relatif rendah. Oleh karena itu, bahan ajar yang valid, praktis, dan efektif dengan model STEM-PjBL yang terintegrasi dengan TPACK dapat dijadikan sebagai terobosan. Perangkat pembelajaran ini dikemas dalam lima langkah dengan berbagai pengalaman belajar, dan siswa terlibat langsung dalam penggunaan TIK, pembuatan video, PPT, dan penggunaan moodle. Penelitian dan pengembangan ini menggunakan desain 4D dengan empat tahapan, yaitu 1) define, 2) design, 3) develop, dan 4) diseminasi. Pada tahap define dan design dilakukan analisis kebutuhan dan pengembangan draft bahan ajar. Pengembangan merupakan tahap validasi ahli, dan hasilnya dinyatakan sangat valid. Diseminasi merupakan tahap uji coba terbatas dengan desain one group pretest-posttest untuk melihat kepraktisan dan keefektifannya. Hasil uji coba terbatas dinyatakan sangat praktis, menunjukkan bahwa rencana pembelajaran dapat dilaksanakan dengan baik. Keterampilan pemecahan masalah siswa meningkat setelah mereka mengikuti pembelajaran dengan menggunakan perangkat yang dikembangkan. Temuan lain menunjukkan bahwa siswa lebih bersemangat, senang, dan nyaman dalam belajar fisika.
Conclusion: Physics teaching materials with STEM-PjBL (Science, Technology, Engineering, Mathematics and Project-based Learning) model integrated with TPACK (Technological Pedagogical Content Knowledge) are very valid, practical, and statistically effective for improving students’ problem solving skills.
Kesimpulan: Bahan ajar fisika dengan model STEM-PjBL (Science, Technology, Engineering, Mathematics and Project-based Learning) yang terintegrasi dengan TPACK (Technological Pedagogical Content Knowledge) sangat valid, praktis, dan efektif secara statistik untuk meningkatkan keterampilan pemecahan masalah siswa.
Purwaningsih, E., Sari, A. M., Yuliati, L., Masjkur, K., Kurniawan, B. R., & Zahiri, M. A. (2020). Improving the problem-solving skills through the development of teaching materials with STEM-PjBL (science, technology, engineering, and mathematics-project based learning) model integrated with TPACK (technological pedagogical content knowledge). Journal of Physics: Conference Series, 1481(1), 012133.