ABSTRAK

Herayanti, Lovy. 2019. Model Blended Learning Berbasis Inquiry Collaborative Tutorial Untuk Meningkatkan Keterampilan Penyelesaian Masalah Fisika. Disertasi, Program Studi Pendidikan Sains, Program Pascasarjana Universitas Negeri Surabaya. Pembimbing: (I) Dr. Wahono Widodo, M.Si dan (II) Prof. Dr. Endang Susantini, M.Pd.

Kata-kata Kunci: Blended Learning berbasis Inquiry, Collaborative, Tutorial, Keterampilan penyelesaian masalah.

Penelitian ini bertujuan menghasilkan model blended learning berbasis Inquiry Collaborative Tutorial untuk melatihkan keterampilan penyelesaian masalah pada mahasiswa fisika yang valid, praktis, dan efektif. Penelitian ini termasuk jenis penelitian dan pengembangan pendidikan. Penelitian ini menghasilkan produk berupa buku model, perangkat pembelajaran dan instrumen penelitian untuk mendapatkan data kelayakan produk. Desain uji implementasi model menggunakan one-group pretest-postest design. Pengumpulan data menggunakan metode validasi, pengamatan, tes, dokumentasi, dan wawancara. Teknik analisis data yang digunakan adalah deskriptif kuantitatif dan kualitatif. Penentuan tingkat kelayakan model blended learning berbasis Inquiry Collaborative Tutorial berdasarkan uji validasi oleh para ahli dan uji implementasi model. Uji implementasi model dilakukan pada mahasiswa di IKIP mataram. Hasil penelitian menunjukkan 1) model blended learning berbasis Inquiry Collaborative Tutorial termasuk dalam kategori valid ditinjau dari (a) valid secara isi yaitu menunjukkan adanya unsur kebaruan dan valid secara konstruk yaitu terdapat konsistensi antar bagian model, serta terdapat konsistensi antar model yang dikembangkan dengan teori yang melandasinya, (b) perangkat pembelajaran termasuk dalam kategori valid, sehingga dapat digunakan untuk mendukung implementasi model blended learning berbasis Inquiry Collaborative Tutorial; 2) model blended learning berbasis Inquiry Collaborative Tutorial termasuk dalam kategori praktis ditinjau dari (a) keterlaksanaan model blended learning berbasis Inquiry Collaborative Tutorial dengan kriteria baik, (b) mahasiswa aktif dalam pembelajaran menggunakan model blended learning berbasis Inquiry Collaborative Tutorial; 3) model blended learning berbasis Inquiry Collaborative Tutorial termasuk dalam kategori efektif ditinjau dari (a) peningkatan keterampilan penyelesaian masalah, (b) mahasiswa memberikan respon positif terhadap pembelajaran menggunakan model blended learning berbasis Inquiry Collaborative Tutorial. Disimpulkan bahwa model blended learning berbasis Inquiry Collaborative Tutorial yang dikembangkan valid, praktis, dan efektif untuk melatihkan keterampilan penyelesaian masalah pada mahasiswa.

ABSTRACT

Herayanti, Lovy. 2019. Blended Learning Based Inquiry Collaborative Tutorial Model to Improve Physics Problems Solving Skills. Disertasi, Program Studi Pendidikan Sains, Program Pascasarjana Universitas Negeri Surabaya. Supervisors: (I) Dr. Wahono Widodo, M.Si and (II) Prof. Dr. Endang Susantini, M.Pd.

Key Words: Blended learning-based Inquiry, Collaborative, Tutorial, Problem solving skills.

This study aims to produce a valid, practical, and effective blended learning-based Inquiry Collaborative Tutorial model to practice problem solving skills in physics students. This type of research is education research and development. This research produced products in the form of model books, learning tools and research instruments to obtain product feasibility data. The design test for model implementation uses one-group pretest-posttest design. Data collection uses methods of validation, observation, tests, documentation, and interviews. The data analysis technique used descriptive quantitative and qualitative. Determination of the feasibility level of the blended learning-based Inquiry Collaborative Tutorial model is based on validation tests by experts and model implementation tests. The model implementation test was carried out on students at IKIP Mataram. The results showed 1) Inquiry Collaborative Tutorial-based blended learning model included in the valid category in terms of (a) content valid, which shows the existence of elements of novelty and valid construct, there is consistency between parts of the model and there is consistency between models developed with theories underlying it, (b) learning devices are included in the valid category, so that they can be used to support the implementation of blended learning based Inquiry Collaborative Tutorial models; 2) Blended learning based  Inquiry Collaborative Tutorial model included in the practical category in terms of (a) the implementation of blended learning based  Inquiry Collaborative Tutorial model with good criteria, (b) active students in learning using the blended learning model based on Inquiry Collaborative Tutorial; 3) blended learning based Inquiry Collaborative Tutorial model is included in the effective category in terms of (a) improvement of problem solving skills, (b) students give a positive response to learning using the blended learning model based on Inquiry Collaborative Tutorial. It was concluded that the Inquiry Collaborative Tutorial-based blended learning model was developed valid, practical, and effective to train students' problem solving skills.