GAME APPLIED PHYSICS UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

APPLIED PHYSICS GAME TO TRAIN THINKING CRITICAL THINKING SKILLS OF HIGH SCHOOL STUDENTS

Tujuan penelitian adalah menghasilkan game applied physics untuk melatihkan keterampilan berpikir kritis siswa SMA. Jenis penelitian adalah pengembangan model ADDIE (Analyze, Design, Development, Implementation, Evaluation) dengan modifikasi. Kelayakan game didasarkan pada pengukuran validitas dari aspek teknis, aspek media dan aspek pembelajaran oleh 3 orang ahli pembelajaran fisika. Kelayakan game juga didasarkan pada pandangan 35 orang teman sejawat calon guru fisika yang dijaring secara online. Penilaian validitas oleh ahli pembelajaran dan penilaian teman sejawat menggunakan skala Likert (4 = sangat baik, 3 = baik, 2= kurang, dan 1 = sangat kurang). Game applied physics dinyatakan layak secara konseptual jika persentase kelayakannya ≥ 61%. Penelitian menghasilkan validitas dalam kategori valid atau layak secara konseptual (persentase kelayakan teknis 96%, media 86%, pembelajaran 85%). Teman sejawat juga memandang game layak secara konseptual (persentase kelayakan teknis 84%, media 85%, dan pembelajaran 86%). Kesimpulan yang diperoleh adalah secara konseptual game applied physics dapat melatihkan keterampilan berpikir kritis siswa SMA dalam pembelajaran fisika.

Kata Kunci: game applied physics, keterampilan berpikir kritis, pembelajaran fisika

The research objective is to produce applied physics games to practice the critical thinking skills of high school students. This type of research is the development of the ADDIE model (Analyze, Design, Development, Implementation, Evaluation) with modifications. The feasibility of the game is based on measuring the validity of the technical aspects, aspects of the media, and aspects of learning by 3 physics learning experts. The feasibility of the game is also based on the views of 35 prospective physics teacher peers netted online. Validity assessments by learning experts and peer assessments use a Likert scale (4 = very good, 3 = good, 2 = less, and 1 = very less). The applied physics game is conceptually feasible if the percentage of eligibility is ≥ 61%. The study produced validity is valid or the conceptually feasible category (percentage of technical feasibility 96%, media 86%, learning 85%). Peers also view games as conceptually feasible (percentage of technical feasibility 84%, media 85%, and learning 86%). The conclusion is conceptually the game applied physics can train high school students' critical thinking skills in learning physics.

Keywords: applied physics game, critical thinking skills, learning physics