Analisis Kebutuhan Video Pembelajaran Bermuatan Keterampilan Pemecahan Masalah untuk Meningkatkan Hasil Belajar

Abstract

Penelitian ini bertujuan menganalisis kebutuhan video pembelajaran bermuatan keterampilan pemecahan masalah untuk meningkatkan hasil belajar. Jenis penelitian yang digunakan adalah penelitian dan pengembangan (Research and Development) dengan desain penelitian ADDIE (analysis, design, development, implementation, dan evaluating). Adapun artikel ini hanya berfokus pada tahapan analisis sebagai bagian dari studi pendahuluan. Subjek uji coba pada penelitian ini ialah 111 orang peserta didik kelas X program MIPA di salah satu SMA Negeri di Banjarmasin. Teknik pengumpulan data diperoleh melalui dokumentasi dan kuesioner. Dokumentasi dilakukan terhadap hasil ulangan harian peserta didik, sementara kuesioner dilakukan dengan menyebar angket secara online mengenai kebutuhan video pembelajaran bermuatan keterampilan pemecahan kepada peserta didik. Analisis data dilakukan dengan menganalisis jawaban hasil ulangan harian peserta didik berdasarkan indikator pemecahan masalah dan menghitung persentase skor angket. Hasil penelitian menunjukkan bahwa: (1) dari lima indikator pemecahan masalah, indikator memfokuskan permasalahan peserta didik berkategori cukup; (2) indikator mendeskripsikan masalah dalam konsep fisika, merencanakan solusi, melaksanakan rencana pemecahan masalah, dan mengevaluasi solusi berkategori gagal; (3) peserta didik beranggapan fisika adalah pelajaran yang sulit; (4) peserta didik membutuhkan alternatif bahan ajar yang mudah dan menarik. Dengan demikian, diperoleh simpulan bahwa dibutuhkan video pembelajaran bermuatan keterampilan pemecahan masalah yang dapat diakses secara online melalui laman Youtube sebagai alternatif pembelajaran fisika. Hasil penelitian ini diharapkan dapat menjadi salah satu referensi pembelajaran fisika untuk mengembangkan video pembelajaran bermuatan keterampilan pemecahan masalah yang dapat diakses secara online melalui laman Youtube. This research focuses on analyzing the need for learning videos to solve physics problems to improve student's learning outcomes. This research is research and development (Research and Development) with ADDIE research design (analysis, design, development, implementation, and evaluation). This research only focuses on the analysis stage as part of the preliminary research. The test subjects in this research are 111 students of X grade from the MIPA program at one of the senior public high schools in Banjarmasin. Data collection techniques were obtained through documentation and questionnaires. Documentation is carried out on the students' formative test, while questionnaires are distributed online regarding the need for learning videos to learn students' problem-solving skills. Data analysis was carried out by analyzing students' formative tests' answers based on problem-solving indicators and calculating the percentage score from questionnaires. This research showed that: (1) from the five problem-solving indicators, an indicator that focuses on students' problems is categorized as sufficient; (2) indicators that describe problems in physics concepts, plan solutions, implement problem-solving plans, and evaluate solutions are categorized as failed; (3) students who studied physics students think physics is a difficult subject, and (4) students need alternative learning materials that are easy and interesting. Thus, it is concluded that the videos needed to learn problem-solving skills that can be accessed online through Youtube are an alternative to learning physics.

Development of PjBL Based Interactive E-Modules with a Scientific Approach in Remediating Misconceptions in Biology Subjects

“…Remediating misconceptions can be done by developing interactive learning media [8]. One of the learning media that is included in the category of interactive learning media is a thing which enable to make concept understanding and be able to remediate misconceptions that is the interactive e-module [9]. This module can be stored in the form of a website, which is designed and support a website [10].…”

“…The use of interactive e-modules in remediating misconceptions is still rarely used, several previous commitments have been carried out using e-modules to remediate misconceptions, including the development of interactive e-modules using 3D Pageflip as results, a decrease in misconceptions by 52% with the results of validation of e-modules feasible and the response of educators and students is very good [9]. Then in viki et al using interactive e-modules based on cognitive conflicts get results 85.6% (very valid or feasible) [12].…”

Need Analysis of Interactive Multimedia Based on Scientific Literacy in Physics Learning

“…The usage of interactive multimedia primarily based on scientific literacy is an critical component that needs to be developed as a learning resource to improve students' scientific literacy abilities [7]. Using interactive multimedia could make it easier for students to understand abstract physics principles and be able to process knowledge information, especially in learning physics [8]. To be able to innovate to create interactive multimedia containing scientific literacy, a needs analysis is needed.…”