Pengembangan Model Scientific Creativity Project Based Learning (SCPjBL) Untuk Meningkatkan Kreativitas Ilmiah Mahasiswa S1 Pendidikan Fisika

Development of the Scientific Creativity Project Based Learning (SCPjBL) Model to Increase the Scientific Creativity of Physics Education Undergraduate Students

ABSTRAK

Maimon Sumo (2024) Pengembangan Model Scientific Creativity Project Based Learning (SCPjBL) Untuk Meningkatkan Kreativitas Ilmiah Mahasiswa S1 Pendidikan Fisika. Disertasi. Program Studi S3 Pendidikan Sains, Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) Universitas Negeri Surabaya. Promotor: Prof. Dr. Budi Jatmiko, M. Pd, dan Co-Promotor: Dr. Zainul Arifin Imam Supardi, M. Si.

 Kata Kunci: Model Pembelajaran SCPjBL: Kreativitas ilmiah; Pendidikan fisika.

Kreativitas ilmiah merupakan hal yang penting untuk kehidupan abad ke-21 terutama dalam menyiapkan calon guru fisika yang berkualitas dan siap menghadapi tantangan kemajuan di bidang ilmu pengetahuan dan teknologi. Tujuan dari penelitian ini menghasilkan model pembelajaran fisika yang valid, praktis, dan efektif untuk meningkatkan kreativitas ilmiah mahasiswa S1 Pendidikan fisika. Model ini dinamakan SCPjBL (Scientific Creativity Project Based Learning). Metode Penelitian yang digunakan adalah metode pengembangan yang dilaksanakan melalui tiga tahap: Studi pendahuluan meliputi kajian teori dan studi lapangan sebagai landasan untuk menyusun model hipotetik. Tahap pengembangan prototype yang meliputi kegiatan validasi ahli, dan uji coba model. Tahap penilaian yang meliputi implementasi prototype untuk menghasilkan model pembelajaran SCPjBL. Uji coba dan implementasi model dilakukan pada mahasiswa S1 Pendidikan fisika, S1 Pendidikan Biologi, dan S1 Matematika di Univeristas Islam Madura dan mahasiswa S1 pendidikan IPA di Universitas Trunojoyo Madura Tahun akademik 2023 dengan jumlah sampel 180 orang mahasiswa. Pengumpulan data dilakukan dengan cara observasi, validasi, angket, uji produk, uji kinerja, dan tes. Data yang diperoleh dianalisis deskriptif kualitatif dan kuantitatif. Dengan menghitung N-gain, Uji statistik parametrik. Kebaruan penelitian ini menekankan pada pentingnya eksplorasi pengetahuan dan pemahaman terhadap Teknik berpikir kreatif Scamper dan atribut listening sbelum melakukan tugas projek. Kemudian, adanya penataan ulang sintaks model Project based-learning sehingga menghasilkan model baru yaitu SCPjBL. Hasil penelitian ini pada uji coba terbatas, uji coba luas, dan uji coba model meliputi: Validasi model dan perangkat pendukung model dengan kriteria sangat valid. Kepraktisan model SCPjBL berkategori sangat baik dan dapat digunakan. Sedangkan keefektifan model pembelajaran SCPjBL berdasarkan hasil perhitungan N-gain mendapat skor dengan kategori tinggi. Berdasarkan hasil uji t berpasangan pada semua uji coba penelitian menunjukkan bahwa skor rata-rata post-test lebih baik dari skor rata-rata pre-test. Berdasarkan hasil uji t independen, menunjukkan bahwa tidak ada perbedaan signifikan skor rata-rata N-gain antara dua kelas pada uji coba terbatas dan uji coba luas. sedangkan pada hasil uji anova untuk uji coba model penelitian, menunjukkan bahwa skor rata-rata N-gain pada tiga kelas tidak berbeda secara signifikan. Hasil angket respons mahasiswa terhadap model pembelajaran SCPjBL sangat positif. Berdasarkan uraian di atas model pembelajaran SCPjBL memenuhi standar validitas, kepraktisan dan keefektifan dalam meningkatkan kreativitas ilmiah mahasiswa S1 Pendidikan Fisika. Limitasi penelitian ini adalah masih terbatas pada: 1) Penelitian masih skala lokal, 2) Materi penelitian hanya terfokus pada fisika dasar 1.

ABSTRACT

Maimon Sumo (2024) Development of the Scientific Creativity Project Based Learning (SCPjBL) Model To Increase the Scientific Creativity of Undergraduate Physics Education Students. Dissertation. Science Education Study Program, Doctoral Program in Science Education, Faculty of Mathematics and Natural Sciences, Surabaya State University. Promotor: Prof. Dr. Budi Jatmiko, M. Pd, and Co-Promotor: Dr. Zainul Arifin Imam Supardi, M. Si.

Scientific creativity is important for life in the 21st century, especially in preparing prospective physics teachers who are qualified and ready to face the challenges of progress in the fields of science and technology. The aim of this research is to produce a physics learning model that is valid, practical and effective to increase the scientific creativity of physics education undergraduate students. This model is called SCPjBL (Scientific Creativity Project Based Learning). The research method used is a development method carried out in three stages: Preliminary studies include theoretical studies and field studies as a basis for developing a hypothetical model. The prototype development stage includes expert validation activities and model testing. The assessment stage includes the implementation of the prototype to produce the SCPjBL learning model. Testing and implementation of the model was carried out on undergraduate students in physics education, undergraduate biology education, and undergraduate mathematics at the Islamic University of Madura and undergraduate students in science education at Trunojoyo University, Madura for the 2023 academic year with a sample size of 180 students. Data collection is carried out by means of observation, validation, questionnaires, product testing, performance testing and tests. The data obtained was analyzed descriptively qualitatively and quantitatively. By calculating N-gain, parametric statistical test. The novelty of this research emphasizes the importance of exploring knowledge and understanding of Scamper's creative thinking techniques and listening attributes before carrying out project assignments. Then, there was a rearrangement of the syntax of the Project based-learning model to produce a new model, namely SCPjBL. The results of this research on limited trials, extensive trials and model trials include: Validation of the model and model supporting tools with very valid criteria. The practicality of the SCPjBL model is categorized as very good and can be used. Meanwhile, the effectiveness of the SCPjBL learning model based on the results of the N-gain calculation received a score in the high category. Based on the results of the paired t test on all research trials, it shows that the average post-test score is better than the average pre-test score. Based on the results of the independent t test, it shows that there is no significant difference in the average N-gain score between the two classes in limited trials and extensive trials. Meanwhile, the results of the ANOVA test for the research model trial showed that the average N-gain scores in the three classes were not significantly different. The results of the student response questionnaire to the SCPjBL learning model were very positive. Based on the description above, the SCPjBL learning model meets the standards of validity, practicality and effectiveness in increasing the scientific creativity of Physics Education undergraduate students. The limitations of this research are that it is still limited to: 1) The research is still on a local scale, 2) The research material only focuses on basic physics 1