Pembelajaran Fisika Di Sma Melalui Pertanyaan (Learning by Questioning) Dan Keterampilan Berpikir

Abstract

Paradigma pembelajaran saat ini adalah Student Center Learning (SCL), yang dapat dicapai apabila pembelajaran khususnya pembelajaran fisika di SMA dirancang sedemikian rupa hingga dapat membelajarkan siswa. Salah satu desain pembelajaran (learning design) yang dapat digunakan untuk membelajarkan siswa adalah pembelajaran melalui pertanyaan–Learning by Questioning- (LBQ). LBQ berpotensi lebih memberdayakan keterampilan berpikir dan dapat mengkonstruk pengetahuan. Untuk itu sangat perlu dihasilkan contoh perangkat pembelajaran melalui bertanya (LBQ) dan selanjutnya diuji secara empiris. Artikel ini akan mendeskripsikan hasil-hasil pengujian empiris tersebut, sehingga rumusan masalah yang dikemukakan adalah bagaimanakah hasil implementasi perangkat pembelajaran melalui bertanya (LBQ) di kelas? Setelah dihasilkan contoh perangkat pembelajaran melalui pertanyaan (Learning by Questioning) yang terdiri dari dua topik fisika SMA: fluida statis yang sesuai dengan Kurikulum Tingkat satuan Pendidikan (KTSP), dan Hukum-hukum Newton sesuai dengan Kurikulum 2013.Perangkat pembelajaran tersebut terdiri atas silabus, RPP, LKS dan panduannya, buku siswa, Lembar penilaian LBQ dan kuncinya. Selanjutnya terkait hasil uji empiris atau hasil implementasi perangkat pembelajaran di kelas, diperoleh temuan-temuan: (a) Penerapan pembelajaran bertanya (LBQ) dapat meningkatkan keterampilan berpikir siswa dengan perolehan gain peningkatan untuk 10 atribut keterampilan berpikir berada pada rentang 0,27 sampai 0,73 dengan rata-rata 0,48 (sedang), (b) Ditemukan delapan atribut keterampilan berpikir (80%) dari sepuluh yang diteliti yang konsisten dan dapat ditingkatkan dengan pembelajaran melalui pertanyaan (LBQ). Kedelapan atribut tersebut adalah menganalisis dan mensintesis (analizing and synthesizing), meningkatkan kualitas pertanyaan (raises questions), menggali informasi (information searching), menggunakan konsep (utilizes concept), membuat inferensi (makes inferences), membangun implikasi (generates implications), mengambil keputusan (making decision), dan memecahkan masalah secara kreatif (creative problem solving), (c) Guru model dan siswa merespons positif pembelajaran dengan LBQ. Guru model menilai 95 persen penerapan pembelajaran LBQ sesuai untuk diterapkan, sementara siswa memberikan jawaban positif sebesar 76,7%.

Development and Validation of Students’ Perception on Learning by Questioning Scale in Physics

“…Instruction, April 2019 • Vol.12, No.2 The finding on teacher's typical use of low-level questions has been confirmed at all educational levels, from basic elementary to college level (Almeida, 2012). However, few studies have concerned with the typical of questions in physics teaching, including literal, inferential, and inquiries metacognitive (Suprapto et al, 2013). Studying about physics questioning gives more benefits to student-teacher interactions in terms of communication skills.…”

“…It is the most frequently utilized as an instructional strategy. Some previous researchers underlined the importance of questioning in teaching and learning process (such as Almeida, 2010;Chin, 2006;Chin & Osborne, 2008;Kawalkar & Vijapurkar, 2011;Suprapto, Suliyanah, & Admoko, 2013). In questioning learning strategies, teachers take responsibility in guiding students attains questioning and answering skills.…”

“…Studying about physics questioning gives more benefits to student-teacher interactions in terms of communication skills. Particularly, physics teachers often promoted problem-solving but rarely emphasize the significance of orienting the problems and asking questions (Suprapto et al, 2013). They most pose a question to learners without orient them to this question.…”

“…The successful among physics education teacher in posing questions supported the constructivism paradigm since while the students try to response questions or solve problems, they also inspired to make reasoning and to create another question. The formulation of guiding questions is one of the most essential parts in learning activities; however, it is ignored in physics teaching (Suprapto et al, 2013). The kind of teachers' questions influences the nature of students' thinking as they involve in the process of generating scientific knowledge (Chin, 2006).…”

“…Indeed, "students or learners who tried to answer questions or solve problems, they are also expected to be motivated to create questions" (Suprapto, 2014). Based on the author' experiences while guiding university students of physics learning simulation, workshop, and micro teaching of teaching practice program via course of -Program Pengelolaan Pembelajaranand direct observations in school indicated that "most teachers were not good in orienting to the physics problem, but just giving problem or question to their students seems to be a crucial problem in learning physics" (Suprapto et al, 2013;Suprapto, 2014).…”