Pengembangan Model Pembelajaran do, observation, construction, association, reflection (DOCAR) Untuk Meningkatkan Kemampuan Berpikir Kritis Dan Pemecahan Masalah Bagi Siswa

Development of a Learning Model for Do, Observation, Construction, Association, Reflection (DOCAR) To Improve Critical Thinking and Problem-Solving Skills for Students

ABSTRAK

Shoffa, Shoffan. 2022. Pengembangan Model Pembelajaran do, observation, construction, association, reflection (DOCAR) Untuk Meningkatkan Kemampuan Berpikir Kritis Dan Pemecahan Masalah Bagi Siswa. Disertasi. Program Studi Teknologi Pendidikan, Program Pascasarjana Universitas Negeri Surabaya. Promotor: Prof. Dr. Mustaji, M.Pd. dan Co Promotor: Dr. Fajar Arianto, M.Pd.

Kata Kunci: berpikir kritis, model DOCAR, pengembangan model, pemecahan masalah.

Suatu pembelajaran bisa dikatakan optimal jika (1) peran aktif siswa dalam mengkonstruksi pengetahuan secara bermakna, (2) pentingnya membuat kaitan antara gagasan dalam pengkostruksian secara bermakna, (3) mengaitkan antara gagasan dengan informasi baru yang diterima, (4) siswa mengalami dan menghadapi tantangan permasalahan ilmu pengetahuan, berpikir, membiasakan berpikir, melakukan tindakan yang berhubungan dengan usaha untuk memecahkan masalah dan berpikir kritis. Asumsi beberapa teori belajar yang mendukung dari permasalahan di atas adalah teori Constructivism, teori  Jean Piaget,  dan teori Jerome S  Bruner.  Teori tersebut bisa di taksirkan dapat meningkatkan kemampuan berpikir kritis dan pemecahan masalah. Berdasarkan analisis kebutuhan maka perlu dirancang model pembelajaran yang relevan untuk konteks ini dan sesuai dengan tantangan pendidikan abad 21. Berdasarkan analisis kebutuhan maka peneliti mengembangkan model pembelajaran do, observation, construction,  association, reflection  (DOCAR).  Tujuan  dari  penelitian  ini adalah: (1) menghasilkan produk model DOCAR yang layak dapat meningkatkan kemampuan berpikir kritis dan pemecahan masalah matematika, (2) menganalisis kualitas model DOCAR dapat meningkatkan kemampuan berpikir kritis dan pemecahan masalah matematika, (3) menganalisis penggunaan model pembelajaran DOCAR dapat meningkatkan kemampuan berpikir kritis, (4) menganalisis penggunaan model pembelajaran DOCAR dapat meningkatkan kemampuan pemecahan masalah.

Penelitian ini merupakan penelitian research and development yang memuat tiga komponen utama yaitu: (1) model pengembangan, (2) prosedur pengembangan, (3) uji coba produk. Model desain penelitian menggunakan Dick & Carey. Uji efektifitas model dilakukan dengan melibatkan dua kelas, kelas uji coba dan kelas kontrol. Metode pengumpulan data yang digunakan adalah (1) data validasi, (2) observasi, (3) tes, (4) kuesioner/angket, (5) dokumentasi. Teknik analisis data yang telah diperoleh pada penelitian ini dianalisis berdasarkan kevalidan, kepraktisan dan keefektifan. Pengolahan data kuantitatif terdiri atas data tes kemampuan berpikir kritis (pre-test dan post-test) dan data kemampuan pemecahan masalah (pre-test dan post-test) dianalisis dengan uji t berpasangan bantuan SPSS versi 20.

Hasil analisis data menunjukkan bahwa: (1) hasil penilaian kevalidan dari validator menunjukkan bahwa model  pembelajaran  DOCAR beserta instrument  dan  perangkat- perangkatnya telah memenuhi kriteria kevalidan dengan revisi, (2) hasil penilaian kepraktisan rata-rata keterlaksanaan model pembelajaran DOCAR pada uji coba perorangan dan uji coba terbatas kategori baik, pada uji skala luas kategori sangat baik, dan pada uji model (implementasi model) kategori sangat baik, (3) hasil uji keefektifan pada uji coba skala luas dan uji model ada perbedaan antara kelas uji coba dan kelas kontrol, ada pengaruh antara kelas uji coba dengan kelas kontrol, secara keseluruhan bisa dikatakan terlaksana. Respon siswa terhadap kelas uji coba skala terbatas rata-rata persentase sebesar

97% dan respon siswa pada uji model rata-rata persentase 99%. (4) penggunaan model pembelajaran DOCAR efektif dapat meningkatkan kemampuan berpikir kritis dan kemampuan pemecahan masalah matematika bagi siswa.

ABSTRACT

Shoffa, Shoffan. 2022. Development of a Learning Model for Do, Observation, Construction, Association, Reflection (DOCAR) To Improve Critical Thinking and Problem-Solving Skills for Students. Dissertation. Educational Technology Study Program, Postgraduate Program, Surabaya State University. Supervisors: Prof. Dr. Mustaji, M.Pd. and Co-Promoter: Dr. Fajar Arianto, M.Pd.

Keywords: critical thinking, DOCAR model, model development, problem solving.

A learning can be said to be best if (1) the active role of students in constructing knowledge meaningfully, (2) the importance of making a link between ideas in constructing meaningfully, (3) linking ideas with new information received, (4) students experience and face the challenges of scientific problems, thinking, getting used to thinking, taking actions related to efforts to solve problems and critical thinking. The assumptions of several learning theories that support the above problems are the theory of Constructivism, the theory of Jean Piaget, and the theory of Jerome S Bruner. This theory can be estimated to improve critical thinking and problem-solving skills. Based on the needs analysis, it is necessary to design a learning model that is relevant to this context and in accordance with the challenges of 2 1st century education. Based on the needs analysis, researchers develop a learning model of do, observation, construction, association, reflection (DOCAR). The objectives of this study are: (1) to produce a decent DOCAR model product that can improve critical thinking and mathematical problem-solving skills, (2) analyze the quality of the DOCAR model can improve critical thinking and mathematical problem-solving skills, (2) analyze the use of the DOCAR learning model can improve critical thinking skills, (3) analyzing the use of the DOCAR learning model can improve problem-solving skills.

This research used a research and development design through three stages namely: (1) development model, (2) development procedures, (3) product trials. The research design model uses Dick & Carey. The model effectiveness of model was conducted by comparing two classes, experiment, and control groups, selected through cluster random sampling. The data collection methods used are (1) validation data, (2) observation, (3) tests, (4) questionnaires/ questionnaires, (5) documentation. The data analysis techniques that have been obtained in this study are analyzed based on valid, practical, and effective. Quantitative data consists of critical thinking ability test data (pre-test and post-test) and problem-solving ability data (pre-test and post-test) analyzed with SPSS version 20 assisted paired t-test.

The results of the data analysis showed that: (1) the results of the validity assessment of the validators showed that the DOCAR learning model  and its instruments and devices had met the criteria for validity with revisions, (2) the results of the assessment of the average practicality of the implementation of the DOCAR learning model  in individual trials and  trials limited to good categories, on a broad-scale trial of the category  is very good, and in the model test (model implementation) category is very good, (3) the results of the effectiveness test on wide-scale trials and model trials there are differences between the trial class and the control class, there is an influence between the trial class and the control class, overall it can be said to be carried out.  Student responses to limited-scale trial classes averaged a percentage of 97% and student responses to model trials averaged a percentage of 99%. (4) the use of the DOCAR learning model can effectively improve critical thinking skills and mathematical problem-solving skills for students.