PENGEMBANGAN CLARITY LEARNING MODEL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS KLARIFIKASI LANJUT MAHASISWA PADA MATA KULIAH FISIKA

DEVELOPMENT OF CLARITY LEARNING MODEL TO IMPROVE STUDENTS’ ADVANCED CLARIFICATION CRITICAL THINKING ABILITY ON PHYSICS COURSE

Program Studi Pendidikan Vokasional dan Teknologi Informasi bertujuan menyiapkan tenaga ahli profesional dalam bidang teknologi informasi. Setiap orang untuk dapat bekerja profesional membutuhkan kemampuan berpikir kritis. Tingkatan komponen berpikir kritis klarifikasi lanjut (KBK-KL) sangat relevan dengan pencapaian dalam kurikulum KKNI. Skor KBK-KL mahasiswa pada materi usaha dan energi masih sangat rendah. Namun, selama ini belum terdapat model pembelajaran yang melatihkan KBK-KL. Tujuan penelitian ini adalah menghasilkan Clarity Learning Model (CLM) dan perangkat pembelajaran sebagai suatu produk valid, praktis, dan efektif sehingga layak digunakan untuk meningkatkan KBK-KL mahasiswa pada mata kuliah fisika.

Pengembangan Clarity Learning Model menggunakan metode Generic Design Research Model (GDRM). Penelitian ini  terdiri dari lima tahapan yaitu problem identification, identification of tentative products and design principles, tentative products and theories, prototyping and assessment of preliminary products and theories, dan problem resolution and advancing theory. Subjek penelitian adalah CLM beserta perangkat pembelajarannya. Validitas model diperoleh melalui pengukuran validitas isi dan validitas konstruk dengan teknik validasi ahli. Kepraktisan diukur menggunakan lembar pengamatan keterlaksanaan pembelajaran dan catatan kendala selama penelitian. Sedangkan efektivitas diukur berdasarkan hasil tes kemampuan berpikir kritis, dan respon mahasiswa. Data  kemampuan berpikir kritis klarifikasi lanjut dihitung nilai N-gain untuk dianalisis tingkat perbedaan baik di kelas uji coba maupun kelas replikasi dengan menggunakan uji  independent t test pada uji terbatas sedangkan anova k independent sample pada uji  skala luas.

        Hasil penelitian ini meliputi: 1) Rerata skor validitas isi CLM sebesar 3,85 dengan percentage of agreement sebesar 97%, sedangkan validitas konstruk CLM sebesar 3,87 dengan percentage of agreement 98%, sehingga CLM valid secara isi maupun konstruk. 2) Range rerata skor kepraktisan CLM pada uji skala luas antara 3,86 sampai 3,90 lebih besar dari pada uji skala terbatas antara 3,82 samapai 3,86, sehingga CLM termasuk dalam kategori praktis 3). Seluruh Indikator KBK-KL meningkat dan respon mahsiswa terhadap CLM dan perangkatnya termasuk dalam kategori sangat kuat, sehingga CLM efektif sebagai model pembelajaran yang efektif untuk meningkatkan KBK-KL. Keterbatasan penelitian yaitu CLM baru diuji coba pada pembelajaran kelas maya sehingga aktivitas mahasiswa tidak dapat teramatai secara maksimal. Rekomendasi penelitian CLM perlu diuji pada ruang kelas untuk meningkatkan interaksi antara dosen dengan mahasiswa.

The Vocational Education and Information Technology Study Program aims to prepare professional experts in the field of information technology. To be able to work professionally, person requires critical thinking ability. The level of critical thinking component for advanced clarification (KBK-KL) is very relevant to the achievements in the KKNI curriculum. Students' scores for KBK-KL on work and energy materials are still very low. However, so far there has been no learning model that trains KBK-KL. The purpose of this research is to produce a Clarity Learning Model (CLM) and learning tools as a valid, practical, and effective product thus it is appropriate to be used to improve KBK-KL on physics course.

The development of the Clarity Learning Model used the Generic Design Research Model (GDRM) method. This research consisted of five stages, namely problem identification, identification of tentative products and design principles, tentative products and theories, prototyping and assessment of preliminary products and theories, and problem resolution and advancing theory. The research subject was CLM and its learning tools. The validity of the model was obtained by measuring content validity and construct validity using experts’ validation technique. The practicality was measured using an observation sheet on the implementation of learning and notes on obstacles during the study. While the effectiveness was measured based on the results of the KBK-KL test based on the N-Gain score, and questionnaires to determine the level of students’ responses.

The results of this study included: 1) The mean score of CLM content validity was 3.85 with the percentage of agreement of 97%, while the construct validity of CLM was 3.87 with the percentage of agreement of 98%, thus the CLM is valid both in terms of the content and construct; 2) The average range of CLM practicality scores on the wide-scale test was between 3.86 to 3.90, which was greater than the limited scale test between 3.82 to 3.86, thus CLM is included in the practical category; 3 All KBK-KL Indicators increased at least in the moderate category and students responses to CLM and its tools were included in the very strong category. Therefore, CLM is effective to be used in learning model to improve KBK-KL. The limitation of the research is that CLM has only been tested in virtual classroom learning thus students’ activities cannot be observed optimally. It is suggested that CLM research needs to be tested in real-life classroom to increase interaction between lecturer and students.