Memaksimalkan Keterampilan Proses Sains Peserta Didik Melalui Creative Responsibility Based Learning

Abstract

Keterampilan proses sains termasuk pondasi dasar dalam mempelajari fisika, namun peserta didik masih kurang dilatihkan di sekolah. Makalah ini ingin mendeskripsikan kelayakan Creative Responsibility Based Learning (CRBL) dalam memaksimalkan keterampilan proses sains peserta didik. Perangkat CRBL yang sudah valid, kemudian diujicobakan kepada 34 peserta didik kelas XI MIA 3 SMA Negeri 9 Banjarmasin. Pengumpulan data melalui instrumen pengamatan keterlaksanaan CRBL meliputi: membangkitkan tanggung jawab kreatif, mengorganisasikan kebutuhan belajar kreatif, membimbing investigasi kelompok, aktualisasi tanggung jawab kreatif, evaluasi dan refleksi; serta pengamatan keterampilan proses sains meliputi: merumuskan masalah, merumuskan hipotesis, mengidentifikasi variabel, mendefinisi operasional variabel, melakukan percobaan, menganalis data, dan menarik simpulan. Pada setiap pertemuan, pendidik mampu melaksanakan fase-fase CRBL dengan baik. Selain itu, peserta didik mampu menggunakan keterampilan proses sains dengan sangat baik. Dengan demikian, CRBL termasuk layak untuk memaksimalkan keterampilan proses sains peserta didik dalam pembelajaran fisika.

Pengembangan E-LKPD Berbasis Inkuiri Terbimbing untuk Meningkatkan Keterampilan Proses Sains Siswa SMP

“…Peningkatan indikator menganalisis hasil percobaan sedang karena siswa sedikit kesulitan dalam menganalisis hasil percobaan yaitu membandingkan hasil atau data yang didapat saat percobaan dengan teori yang ada. Siswa mengalami kesulitan untuk mengenali pola-pola saat menganalisis data [29]. Dalam menganalisis data siswa sedikit kesulitan untuk menghubungkan antar data atau hasil pengamatan [30].…”

Development of Learn to Think (LTT) Model Based on Integrated Twin Tower (ITT) to Increase Scientific and Spiritual Creativity of students in the Early Childhood Islamic Education

“…In addition, it is certainly supported by learning theory in producing creative products (Eggen, P & Kauchak, D, 2007). According to Fakhriyani (2016) and Yanti et al (2020), new and unique ideas generated from thoughts are creativity. In addition, according to Meyer (1969) and Rif'at, et al (2020).…”

Improving Creative Thinking Skills In Marine Ecology In Developing Bioentrepreneurship

“…Creative thinking skills are critical for students to have, because with creative thinking skills a person can design, develop, discover, or modify old constructs with new ones based on supporting data and information to produce solutions to the problems found (Jumrodah et al, 2021;Diawati et al, 2017). Providing creative thinking skills in science learning can make a positive contribution to personal, social, technological economic, and environmental development in facing challenges in this era of globalization (Diawati et al, 2017;Trnova, 2014) Creative thinking skills are one of the important key factors for overcoming various complex problems in the industrial era 4.0 (Santoso & Wulandari, 2020;Rif 'at et al, 2020;Zainuddin et al, 2020;Santoso and Wulandari, 2020;Rif'at et al, 2020;Zainuddin et al, 2020;Yanti et al, 2020). The goals of education in the 21st century must refer to sustainable development goals (SDGs), and must also provide the ability to analyze and synthesize social, economic, and environmental issues for now and in the future (Prabawani & Hadi, 2020;Satriawan et al, 2021;UNESCO, 2017).…”