MODEL PEMBELAJARAN SCIENCE ACTIVITY BASED PEER INTERACTION (SABPI) UNTUK MENINGKATKAN KETERAMPILAN KOLABORATIF DAN PEMECAHAN MASALAH FISIKA

SCIENCE ACTIVITY BASED PEER INTERACTION (SABPI) LEARNING MODEL TO IMPROVE COLLABORATIVE SKILL AND PHYSICS PROBLEM SOLVING

Tujuan penelitian ini untuk menghasilkan model pembelajaran Science Activity Based Peer Interaction (SABPI)  yang valid, praktis, dan efektif untuk meningkatkan keterampilan kolaboratif dan pemecahan masalah fisika siswa SMA. Penelitian ini termasuk jenis penelitian pengembangan mengacu pada desain Borg & Gall. Subjek uji coba terbatas dan uji coba luas model SABPI adalah siswa kelas X IPA SMA Negeri 6 dan SMA Negeri 3 Kota Kediri tahun ajaran 2020/2021 dengan bahan kajian gerak lurus dan gerak melingkar. Desain uji coba menggunakan one-group pretest posttest design. Pengumpulan data menggunakan metode validasi, pengamatan, tes, dokumentasi, dan angket. Teknik analisis data menggunakan analisis deskriptif dan analisis inferensial. Hasil penelitian menunjukkan: 1) Model pembelajaran yang dikembangkan berdasarkan hasil validitas pakar ditinjau dari: (a) validitas isi dan validitas konstruk model SABPI termasuk dalam kategori sangat valid dengan rata-rata validitas 3,37, (b) perangkat pembelajaran (silabus, RPP, buku ajar, dan LKS) yang dikembangkan dalam kategori valid dengan rata-rata validitas 3,20 sehingga sudah dapat digunakan untuk mendukung implementasi model SABPI; 2) Model yang dikembangkan berdasarkan hasil uji coba terbatas dan uji coba luas termasuk dalam kategori praktis ditinjau dari keterlaksanaan model SABPI dengan kategori baik, kendala yang muncul dapat di atasi sehingga pembelajaran dapat berjalan sesuai harapan; dan 3) Model yang dikembangkan berdasarkan hasil uji coba terbatas dan uji coba luas termasuk dalam kategori efektif ditinjau dari : (a) peningkatan keterampilan kolaboratif dan peningkatan kemampuan pemecahan masalah siswa, (b) rerata n-gain keterampilan kolaboratif 0,78 berkategori tinggi dan rerata n-gain kemampuan pemecahan masalah 0,79 berkategori tinggi juga, (c) rerata n-gain tidak berbeda antara kelas uji coba dan replikasi. Selain itu, siswa juga memberikan respon yang positif terhadap pembelajaran menggunakan model SABPI. Simpulan akhir dari hasil penelitian ini bahwa model pembelajaran science activity based peer interaction (SABPI) dinyatakan valid, praktis, dan efektif untuk meningkatkan keterampilan kolaboratif dan pemecahan masalah fisika siswa.   

The aims of this study is to develop Science Activity Based Peer Interaction (SABPI) model that is valid, practical, and effective to improve the collaborative skills and problem solving physics of high school students. This research is a type of development research based on Borg & Gall's design. Subjects for limited trials and extensive trials of the SABPI model were students of class X IPA at SMA Negeri 6 and SMA Negeri 3 Kota Kediri in the academic year 2020/2021 with study materials of straight motion and circular motion. The trial design used a one-group pretestposttest design. Collecting data using validation methods, observations, tests, documentation, and questionnaires. The data analysis technique used descriptive analysis and inferential analysis. The results showed: 1) The learning model developed based on the results of expert validity in terms of: (a) content validity and construct validity of the SABPI model were included in the very valid category with an average validity of 3.37, (b) learning tools (syllabus, lesson plan, textbooks, and worksheets) developed in the valid category with an average validity of 3.20 so that they can be used to support the implementation of the SABPI model; 2) The model developed based on the results of limited trials and extensive trials is included in the practical category in terms of the implementation of the SABPI model with a good category, the obstacles that arise can be overcome so that learning can run as expected; and 3) The model developed based on the results of limited trials and broad trials is included in the effective category in terms of: (a) increased collaborative skills and increased student problem-solving abilities, (b) the mean n-gain of collaborative skills is 0.78 in the high category and the n-gain mean of problem solving ability was 0.79 in the high category as well, (c) the n-gain mean did not differ between the trial and replication classes. In addition, students also gave a positive response to learning using the SABPI model. The final conclusion from the results of this study is that the science activity based peer interaction (SABPI) learning model is valid, practical, and effective to improve students' collaborative skills and physics problem solving.