2019
DOI: 10.24246/juses.v2i1p1-7
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Perancangan Pembelajaran Fisika tentang Rangkaian Seri dan Paralel untuk Resistor Menggunakan Understanding by Design (UbD)

Abstract: Mengajar adalah membuat belajar terlaksana. Oleh karena banyaknya materi yang dicakup dalam suatu pembelajaran, maka langkah pembelajaranpun sudah tidak disesuaikan lagi dengan tujuan dan evaluasi pembelajaran. Understanding by Design (UbD) adalah sebuah pendekatan pembelajaran yang menekankan pada tujuan pembelajaran itu sendiri. UbD diterapkan sebagai alternatif solusi untuk memperbaiki kualitas pembelajaran dengan cara mensinkronkan tujuan, langkah, dan evaluasi pembelajaran. UbD digunakan untuk membuat des… Show more

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Cited by 5 publications
(7 citation statements)
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“…There were also important things in this study besides the components being reviewed, i.e: it is important to provide variations in the parabolic motion cases and also variations of the evaluations and questions given to the students in order to minimize boring instruction and provide a new and alternative atmosphere for the students as in Step 4 and Evaluation 6. In addition, this is also believed to improve the students' thinking skills in applying the concept of parabolic motion, not just by memorizing that concept; it is important to provide open-ended evaluations (meaning that the evaluation process requires conceptual understanding, not just memorizing theories or formulas) because these types of questions can be used to determine students' understanding and knowledge, as well as to stimulate students' critical thinking; in determining the learning objectives, evaluations, and learning steps, the most important thing is to make connections among those three aspects [17,18]. Thus, from the review and revision process until the final design was made, it shows that UbD can be used as the alternative learning design, in this case is for Parabolic Motion learning design.…”
Section: Resultsmentioning
confidence: 99%
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“…There were also important things in this study besides the components being reviewed, i.e: it is important to provide variations in the parabolic motion cases and also variations of the evaluations and questions given to the students in order to minimize boring instruction and provide a new and alternative atmosphere for the students as in Step 4 and Evaluation 6. In addition, this is also believed to improve the students' thinking skills in applying the concept of parabolic motion, not just by memorizing that concept; it is important to provide open-ended evaluations (meaning that the evaluation process requires conceptual understanding, not just memorizing theories or formulas) because these types of questions can be used to determine students' understanding and knowledge, as well as to stimulate students' critical thinking; in determining the learning objectives, evaluations, and learning steps, the most important thing is to make connections among those three aspects [17,18]. Thus, from the review and revision process until the final design was made, it shows that UbD can be used as the alternative learning design, in this case is for Parabolic Motion learning design.…”
Section: Resultsmentioning
confidence: 99%
“…In the other study about UbD in Indonesia, a good result came from researches by Pertiwi, et al and Setyanto, et al They used UbD to make learning design about electric circuit and Newton's Second Law. Understanding by Design helps the teacher to relate the objectives, evaluations, and learning steps and hopefully could be the alternative to make learning design [17,18]. It means that UbD works properly for many materials.…”
Section: Resultsmentioning
confidence: 99%
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“…Nilai suatu pembelajaran dapat terlihat dengan melakukan tinjauan kembali desain pembelajaran yang digunakan.Sinta desain pembelajaran Understanding by Design dengan menentukan tujuan pembelajaran, kemudian menyusun penilaian atau evaluasi pembelajaran, dan terakhir baru menentukan langkah-langkah proses pembelajaran. (Pertiwi et al, 2019) Dengan demikian dapat diartikan bahwa perancangan desain pembelajaran Understanding by Design ini ialah perancangan desain mundur, yang mana biasanya guru menentukan tujuan, kemudian langkah-langkah proses pembelajarn, dan yang terakhir evaluasi, namun desain pembelajaran UbD menempatkan evaluasi atau penilaian terlebih dahulu daripada langkah-langkah dalam pelaksanaan pembelajaran. Jika dikaitkan dengan pembelajaran berdiferensiasi, maka pembelajaran berdiferensiasi berbasis Understanding by Design ialah pembelajaran yang lebih menekankan pada tujuan pembelajaran dengan memperhatikan keunikan dan keberagaman karakteristik yang dimiliki peserta didik.…”
Section: Pendahuluanunclassified
“…Improving the quality of learning can be done by reviewing the learning designs made (Fox in Pertiwi et al, 2019). One learning design that can be used to adjust objectives, activities and assessments is the Understanding by Design approach.…”
Section: Introductionmentioning
confidence: 99%