Pengembangan Media Pembelajaran Jembatan Kincir Angin Guna Melatihkan Keterampilan Berpikir Kritis Peserta Didik

Development of Windmill Bridge Learning Media to Train Students' Critical Thinking Skills

Melalui penelitian ini, dikembangkan sebuah alat peraga jembatan kincir angin (Windergy) yang dirancang sebagai media pembelajaran untuk melatihkan keterampilan berpikir kritis peserta didik pada materi energi terbarukan. Kelayakan media pembelajaran yang dikembangkan dinilai berdasarkan 3 aspek utama yaitu kevalidan, keefektifan dan kepraktisan media tersebut. Metode dalam penelitian ini menggunakan metode penelitian pengembangan (R&D) dengan model Hannafin and Peck. Model Hannafin and Peck terdiri atas tiga fase penting antara lain fase analisis kebutuhan , fase desain , dan fase terakhir yaitu fase pengembangan dan implementasi disertai evaluasi pada setiap tahap. Teknik pengumpulan data meliputi dokumentasi, observasi, tes, dan angket. Populasi penelitian adalah seluruh siswa kelas X SMAN 1 Patianrowo dengan sampel kelas X-8.

Hasil penelitian menunjukkan Windergy sangat layak digunakan dalam pembelajaran. Penilaian ahli memberikan skor kevalidan sebesar 94,67% (kategori sangat valid). Penggunaan Windergy juga terbukti efektif, ditunjukkan oleh peningkatan nilai pre-test ke post-test dengan rata-rata N-gain sebesar 0,68. Sebanyak 70% peserta didik mencapai kategori peningkatan sedang dan 30% tinggi. Aspek kepraktisan juga tinggi, ditunjukkan dengan nilai rata-rata keterampilan berpikir kritis berbasis proses sebesar 90,5. Dengan demikian, Windergy dinyatakan layak digunakan sebagai media pembelajaran untuk materi energi terbarukan, karena mampu memfasilitasi pembelajaran yang efektif dan mendukung pengembangan keterampilan berpikir kritis peserta didik.

Through this research, a windmill bridge teaching aid (Windergy) was developed and designed as a learning medium to train students' critical thinking skills in renewable energy. The feasibility of the learning medium developed was assessed based on three main aspects, namely validity, effectiveness, and practicality. The method used in this research was the research and development (R&D) method with the Hannafin and Peck model. The Hannafin and Peck model consists of three important phases: the needs analysis phase, the design phase, and the final phase, which is the development and implementation phase accompanied by evaluation at each stage. Data collection techniques included documentation, observation, tests, and questionnaires. The research population was all 10th-grade students at SMAN 1 Patianrowo, with a sample of class X-8.

The research results indicate that Windergy is highly suitable for use in learning. Expert evaluation yielded a validity score of 94.67% (highly valid category). The use of Windergy was also proven effective, as evidenced by an increase in pre-test to post-test scores with an average N-gain of 0.68. Seventy percent of students achieved moderate improvement, and 30% achieved high improvement. The practicality aspect was also high, as indicated by an average score of 90.5 for process-based critical thinking skills. Therefore, Windergy is deemed suitable for use as a learning medium for renewable energy material, as it facilitates effective learning and supports the development of students' critical thinking skills.