Keefektifan Pembelajaran Fisika Dengan Model Problem Based Learning (PBL) Menggunakan Strategi Think Aloud Pair Problem Solving (TAPPS) Berbantuan E-LKPD Terhadap Peningkatan Keterampilan Pemecahan Masalah Peserta Didik SMA

The Effectiveness of Physics Learning with the Problem Based Learning (PBL) Model Using the Think Aloud Pair Problem Solving (TAPPS) Strategy Assisted by E-LKPD on Improving Problem Solving Skills of High School Students

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, keefektifan terhadap keterampilan pemecahan masalah peserta didik, serta respons peserta didik terhadap pembelajaran model Problme Based Learning (PBL) menggunakan strategi Think Aloud Pair Problem Solving (TAPPS) berbantuan E-LKPD. Penelitian ini merupakan penelitian deskriptif kuantitatif dengan menggunakan pre-experimental design one group pre-test dan post-test. Subjek penelitian ini diambil dari peserta didik SMA Negeri 1 Tulungagung kelas X-7, X-8, dan X-9 sebagai dua kelas eksperimen dan satu kelas kontrol yang diambil menggunakan teknik purposive sampling. Media pendukung penelitian berupa modul ajar, E-LKPD, dan handout yang disesuaikan dengan materi pemanasan global. Metode pengumpulan data menggunakan observasi, tes, dan angket. Data hasil penelitian dikalkulasi berdasarkan hasil lembar observasi keterlaksanaan, hasil pre-test dan post-test menggunakan uji statistik berupa uji normalitas yang meliputi uji normalitas dan homogenitas, uji beda beruba uji t-berpasangan dan uji t-independen yang didukung dengan effect size yang kemudian di analisis, serta lembar angket respons peserta didik. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pembelajaran model PBL menggunakan strategi TAPPS berbantuan E-LKPD efektif meningkatkan keterampilan pemecahan masalah peserta didik yang terbukti bahwa keterlaksanaan pembelajaran berdasarkan aktivitas guru dan aktivitas peserta didik mendapatkan penilaian sangat baik, terjadi peningkatan keterampilan pemecahan masalah berdasarkan terjadinya peningkatan skor pre-test post-test, rerata n-gain berada pada kategori sedang, effect size pada kategori pengaruh kuat anatara kelas eksperimen dan kontrol, dan tidak ditemukannya perbedaan signifikan antara kelas eksperimen, serta respon peseta didik terhadap pembelajaran berkategori sangat baik. Temuan ini mengimplikasikan bahwa pembelajaran berbasis masalah dengan pendekatan kolaboratif verbal mampu menciptakan pengalaman belajar yang lebih bermakna dan mendorong pengembangan kemampuan berpikir tingkat tinggi pada pembelajaran fisika. Diperlukan integrasi model PBL dan strategi TAPPS secara lebih luas dalam kurikulum pembelajaran fisika di tingkat SMA, khususnya pada materi yang menuntut pemahaman konseptual dan kemampuan analisis agar keterampilan pemecahan masalah dapat ditingkatkan secara berkelanjutan.

Kata Kunci: Problem Based Learning (PBL), Think Aloud Pair Problem Solving (TAPPS), E-LKPD, keterampilan pemecahan masalah.

This study aims to describe the implementation of learning, effectiveness on students' problem-solving skills, and students' responses to the Problem Based Learning (PBL) learning model using the Think Aloud Pair Problem Solving (TAPPS) strategy assisted by E-LKPD. This study is a quantitative descriptive study using a pre-experimental design of one group pre-test and post-test. The subjects of this study were taken from students of SMA Negeri 1 Tulungagung class X-7, X-8, and X-9 as two experimental classes and one control class taken using a purposive sampling technique. Supporting media for the study were in the form of teaching modules, E-LKPD, and handouts adapted to global warming material. Data collection methods used observation, tests, and questionnaires. The research data were calculated based on the results of the implementation observation sheet, the results of the pre-test and post-test using statistical tests in the form of normality tests which included normality and homogeneity tests, different tests in the form of paired t-tests and independent t-tests supported by effect sizes which were then analyzed, as well as student response questionnaire sheets. Based on the research results, it can be concluded that the PBL model learning using the TAPPS strategy assisted by E-LKPD is effective in improving students' problem-solving skills, which is proven by the implementation of learning based on teacher activities and student activities getting a very good assessment, there is an increase in problem-solving skills based on an increase in pre-test post-test scores, the average n-gain is in the moderate category, the effect size is in the strong influence category between the experimental and control classes, and no significant differences were found between the experimental classes, and students' responses to learning are in the very good category. These findings imply that problem-based learning with a verbal collaborative approach is able to create a more meaningful learning experience and encourage the development of higher-order thinking skills in physics learning. A broader integration of the PBL model and the TAPPS strategy is needed in the physics learning curriculum at the high school level, especially in materials that require conceptual understanding and analytical skills so that problem-solving skills can be improved sustainably.

Keywords: Problem Based Learning (PBL), Think Aloud Pair Problem Solving (TAPPS), E-LKPD, problem-solving skills.