LEARNING PHYSICS WITH PBL-ONLINE MODELS TO IMPROVE SCIENTIFIC ARGUMENTS FOR HIGH SCHOOL STUDENTS
Pembelajaran online selama pandemi cenderung berlangsung satu arah. Pemilihan model pembelajaran selama pembelajaran online sangat penting untuk meningkatkan kualitas pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran fisika dengan model PBL-online untuk meningkatkan argumentasi ilmiah peserta didik SMA. Penelitian ini adalah pre-eksperimental dengan desain penelitian one group pre-test post-test. Sampel yang digunakan berjumlah 60 peserta didik SMAN 1 Krian menggunakan teknik cluster random sampling yang terbagi dalam dua kelas eksperimen tanpa adanya kelas kontrol. Pengumpulan data menggunakan instrumen berupa soal pre-test dan post-test keterampilan argumentasi ilmiah, lembar keterlaksanaan dan angket respon. Teknik analisis yang digunakan adalah uji t berpasangan, perhitungan N-gain, uji t independen, analisis keterlaksanaan pembelajaran, dan analisis angket respon peserta didik. Hasil penelitian menunjukkan bahwa Problem Based Learning-online efektif dalam meningkatkan argumentasi ilmiah peserta didik yang ditunjukkan oleh adanya peningkatan skor argumentasi ilmiah peserta didik yang (secara statistik) signifikan pada alfa 5%, rerata N-gain kedua kelas berkategori tinggi dan tidak berbeda. Keterlaksanaan pembelajaran terlaksana sangat baik dan respon peserta didik terhadap pembelajaran PBL-online berkategori sangat baik. Dengan demikian, pembelajaran model PBL-online efektif meningkatkan kemampuan peserta didik dalam berargumentasi berdasarkan masalah, sehingga pembelajaran model Problem Based Learning-online dapat dipertimbangkan penerapannya oleh guru selama kegiatan belajar mengajar juga sebagai alternatif model pembelajaran untuk meningkatkan argumentasi peserta didik.
Kata Kunci: PBL-online; Problem Based Learning; argumentasi ilmiah; fisika; online.
Online learning during a pandemic tends to be one-way. The selection of learning models during online learning is very important to improve the quality of learning. This study aims to describe the effectiveness of learning physics with the PBL-online model to improve the scientific argumentation of high school students. This research is a pre- experimental research design with one group pre-test post-test. The sample used was 60 students of SMAN 1 Krian using a cluster random sampling technique divided into two experimental classes without a control class. Data collection used instruments in the form of pre-test and post-test questions of scientific argumentation skills, implementation sheets and response questionnaires. The analytical techniques used are paired t-test, N-gain calculation, independent t-test, learning implementation analysis, and student response questionnaire analysis. The results showed that Problem Based Learning-online effectively increased students' scientific argumentation as indicated by an increase in students' scientific argumentation scores, which were (statistically) significant at 5% alpha, average N-gain of the two classes was in the high category and not different. The implementation of learning was very good, and students' response to online PBL learning was categorized as very good. Thus, learning the PBL-online model effectively increases students' ability to argue based on problems, so that learning the Problem Based Learning-online model can be considered by teachers during teaching and learning activities as well as an alternative learning model to improve students' argumentation.
Keywords: PBL-online; Problem Based Learning; scientific argumentation; physics; online.