ABstrak

     Giyono. 2019. Model Pembelajaran Identification of Problems, Collecting Data, Analyze Problems Solving, Reflection and Follow-up (ICAR) untuk Membelajarkan Kemampuan Pemecahan Masalah Fisika SMA. Disertasi Program Studi Pendidikan Sains, Program Pascasarjana Universitas Negeri Surabaya. Promotor: Prof. Dr. Budi Jatmiko, M.Pd., dan Ko-Promotor Prof. Dr. Endang Susantini, M.Pd.

                             Kata-kata Kunci: Model ICAR, kemampuan pemecahan masalah fisika, validitas,  kepraktisan, keefektifan.

Penelitian ini bertujuan untuk menghasilkan model ICAR beserta perangkat pendukungnya yang valid, praktis, dan efektif untuk membelajarkan kemampuan  pemecahan masalah  fisika siswa sekolah menengah atas. Pengembangan model penelitian menggunakan desain Research and Development dengan menggunakan tiga tahapan, yaitu  studi pendahuluan, pengembangan model dan pengujian model. Sebelum model ICAR dan perangkat pendukung diujicobakan dilakukan validasi ahli dalam kegiatan Forum Group Discussion. Uji coba terbatas dilakukan pada siswa kelas 12.IPA.C sebanyak 30 siswa. Uji coba luas dilakukan pada siswa kelas 12.IPA sebanyak 2 kelas dengan jumlah  65 siswa pada sekolah dengan akreditasi A dan  67  siswa pada sekolah dengan akreditasi B. Uji coba terbatas dan uji coba luas menggunakan one-group pre-test and post-test design. Pengumpulan data menggunakan metode pengamatan, tes, wawancara, dokumentasi dan angket. Analisis data menggunakan statistik deskriptif-kualitatif dan kualitatif untuk menentukan validitas model, keterlaksanaan model, respon siswa dan uji statistik inferensial untuk menentukan signifikansi peningkatan kemampuan pemecahan masalah dengan bantuan SPSS for windows 18. Hasil penelitian menunjukkan: 1) Model ICAR yang dikembangkan termasuk dalam kategori valid yang ditunjukkan oleh: (a) Rerata hasil penilaian terhadap validitas isi dari validator 3,35 kategori sangat valid. (b) Rerata hasil penilaian terhadap validitas konstruk dari validator 3,45 kategori sangat valid dan (c) Rerata hasil penilaian terhadap silabus 3,24 kategori valid, rencana pelaksanaan pembelajaran 3,45 kategori sangat valid, bahan ajar siswa 3,36 kategori sangat valid, lembar kerja siswa 3,54 kategori sangat valid, dan lembar instrumen penilaian 3,21 kategori valid. 2) Model ICAR yang dikembangkan termasuk dalam kategori praktis ditunjukkan oleh: (a) Rerata keterlaksanaan fase kegiatan belajar dan fase model ICAR 3,34 kategori sangat baik dan (b) Rerata aktivitas siswa 91,21 kategori aktif. 3) Model ICAR yang dikembangkan termasuk efektif, ditinjau oleh: (a) Ada peningkatan kemampuan pemecahan masalah fisika siswa SMA secara statistik signifikan  pada                        α =0,05; (b) Rerata n-gain untuk sekolah yang berakreditasi A= 0,705 kategori tinggi dan untuk sekolah berakreditasi B = 0,715 kategori tinggi; (c) Rerata n-gain tidak berbeda secara signifikan pada kedua sekolah dimasing-masing sekolah berakreditasi A dan sekolah berakreditasi B dan d) Respon siswa terhadap pembelajaran model ICAR 88,51 kategori positif. Dapat disimpulkan bahwa model ICAR yang dikembangkan valid, praktis dan efektif untuk meningkatkan kemampuan pemecahan masalah Fisika siswa SMA.

ABSTRACT

Giyono. 2019. Learning Model Identification of Problems, Collecting Data, Analyze Problems Solving, Reflection and Follow-up (ICAR) to Teach Ability of High School Physics Problem Solving. Seminar Paper on Results, Doctoral Studies Program in Science Education, Postgraduate, Surabaya State University. Promoter: Prof. Dr. Budi Jatmiko, M.Pd., and Prof. Dr. Endang Susantini, M.Pd.

Keywords: ICAR Models, physics problem solving abilities, validity, practicality, effectiveness.

This study aims to produce an ICAR model and its supporting devices that are valid, practical, and effective to teach the physics problem solving abilities of high school students. The development of the research model uses the design of Research and Development using three stages, namely preliminary studies, model development and model testing. Before the ICAR model and supporting devices were tested expert validations were conducted in the Group Discussion Forum activities. A limited trial was conducted on thirty-first grade C students majoring in natural sciences as many as thirty students. Extensive trials were conducted on twelfth grade students majoring in natural sciences as many as two classes with a total of sixty-five students in schools with accreditation A and sixty-seven students at schools with accreditation B. Limited trials and extensive trials using one-group pre-test and post-test design. Data collection using the method of observation, tests, interviews, documentation and questionnaires. Data analysis used descriptive-qualitative and qualitative statistics to determine the validity of the model, the feasibility of the model, student responses and inferential statistical tests to determine the significance of improving problem solving abilities with the help of SPSS for windows 18. The results showed: 1) The ICAR model developed was included in the category valid as indicated by: (a) The mean of the results of the assessment of the content validity of the validator 3,35 is very valid. (b) Average results of the assessment of the construct validity of the validator 3,45 categories are very valid and (c) Average results of the assessment of the syllabus 3,24 categories are valid, learning implementation plans 3,45 categories are very valid, student teaching materials 3,36 categories are very valid, the student worksheet 3,54 categories are very valid, and the assessment instrument sheet 3,21 categories are valid. 2) The ICAR model that was developed included in the practical category is shown by: (a) The average implementation phase of learning activities and the ICAR model phase 3,34 are very good categories and (b) The average activity of students is 91,21 active categories. 3) The ICAR model developed was effective, reviewed by: (a) There was a statistically significant increase in the physics problem solving ability of high school students at α = 0,05; (b) The mean n-gain for schools that are accredited A = 0,705 with a high category and for schools with an accreditation B = 0,715 with a high category; (c) The mean n-gain did not differ significantly in the two schools in each of the schools accredited A and schools accredited B and d) Student responses to the learning model ICAR 88,51 were positive categories. It can be concluded that the ICAR model developed is valid, practical and effective to improve the physics problem solving abilities of high school students.