The practicality of problem-based learning tools assisted by interactive simulations to improve students' creative thinking ability
DOI:
10.29303/jpm.v17i3.3441Published:
2022-05-30Issue:
Vol. 17 No. 3 (2022): May 2022Keywords:
Practicality, Problem Based Learning, Interactive Simulation, Creative Thinking AbilityArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Learning tools are important to facilitate students in improving creative thinking skills. The ultimate goal of this research is to produce practical problem-based learning tools assisted by interactive simulations. This research uses a 4D development model: define, design, develop, and disseminate. The interactive simulation-assisted problem-based learning tool that was developed consisted of a syllabus, lesson plans, worksheets, and evaluation instruments. The research subjects used were students of class XI MA in Mataram City. The practicality test is carried out by observing the implementation of learning, the process of creative thinking skills during learning, and teacher and student responses related to learning and learning tools. The results of the practicality test showed in the practical category. They received a positive response from both teachers and students, with the percentage range of the practicality of all indicators being 60% to 80%.
References
Subagia, I. W. (2014). Paradigma baru pembelajaran Kimia SMA. In Prosiding Seminar Nasional MIPA.
Redhana, I. W. (2019). Mengembangkan keterampilan abad ke-21 dalam pembelajaran kimia. Jurnal Inovasi Pendidikan Kimia, 13(1).
Mulyasa, E. (2006). Implementasi Kurikulum 2004 panduan pembelajaran KBK.
Susanti, L. Y., Hasanah, R., & Khirzin, M. H. (2018). Penerapan media pembelajaran kimia berbasis science, technology, engineering, and mathematics (STEM) untuk meningkatkan hasil belajar peserta didik SMA/SMK pada materi reaksi redoks. Jurnal Pendidikan Sains (JPS), 6(2), 32-40.
Suryani, E. (2018). Meningkatkan Hasil Belajar Ekonomi Melalui Pembelajaran Kooperatif Metode Think Pair Share pada Peserta didik Kelas XI SMA Negeri 3 Mataram. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 4(2), 141-150.
Shella, M., Iriani, B., & Rilia, I. (2018). Model Pembelajaran Creative Problem Solving (CPS) Untuk meningkatkan hasil belajar dan kemampuan berpikir kreatif peserta didik. Jurnal Vidya Karya, 33(1).
Dewi, C. (2019). Analisis Pengelolaan Pembelajaran Kimia Kelas XI SMA Tahun Ajaran 2018/2019 (Doctoral dissertation, Universitas Pendidikan Ganesha).
Muderawan, I. W., Wiratma, I. G. L., & Nabila, M. Z. (2019). Analisis Faktor-Faktor Penyebab Kesulitan Belajar Peserta didik Pada Pelajaran Kimia. Jurnal Pendidikan Kimia Indonesia, 3(1), 17-23.
Ismawati, R. (2017). Strategi REACT dalam pembelajaran kimia SMA. Indonesian Journal of Science and Education, 1(1), 1-7.
Llorens-Molina, J. A. (2011). Problem based learning in introductory organic chemistry: a laboratory activity based on the anti-sprouting effect of essential oils. Australian Journal of Education in Chemistry, (71), 6-12.
Fauziah, N., Hakim, A., & Andayani, Y. (2019). Meningkatkan literasi sains peserta didik melalui pembelajaran berbasis masalah berorientasi green chemistry pada materi laju reaksi. Jurnal Pijar MIPA, 14(2), 31-35.
Fahmidani, Y., Andayani, Y., Srikandijana, J., & Purwoko, A. A. (2019). Pengaruh Model Pembelajaran Berbasis Masalah dengan Media Lembar Kerja Terhadap Hasil Belajar Peserta didik SMA. Chemistry Education Practice, 2(1), 1-5.
Tafonao, T. (2018). Peranan media pembelajaran dalam meningkatkan minat belajar mahapeserta didik. Jurnal Komunikasi Pendidikan, 2(2), 103-114.
Audie, N. (2019, May). Peran media pembelajaran meningkatkan hasil belajar peserta didik. In Prosiding Seminar Nasional Pendidikan FKIP (Vol. 2, No. 1, pp. 586-595).
Nafisa, D., & Wardono, W. (2019, February). Model pembelajaran discovery learning berbantuan multimedia untuk meningkatkan kemampuan berpikir kritis peserta didik. In PRISMA, Prosiding Seminar Nasional Matematika (Vol. 2, pp. 854-861).
Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self efficacy: flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91-97.
Kirschner, A., Karpinski, C. (2010). Facebook and academic performance. Jounal Of Computer and Humaniora, 26, 1237–1245, The Kingdom of Saudi Arabia: King Saud University.
Rahayu, S., & Erman, E. (2017). Penerapan pendekatan saintifik dengan media simulasi PhET pada materi gelombang untuk meningkatkan pemahaman konsep peserta didik SMP. Jurnal Pendidikan Sains, 5(3), 253–256.
Yanto, D. T. P. (2019). Praktikalitas Media Pembelajaran Interaktif pada Proses Pembelajaran Rangkaian Listrik. INVOTEK: Jurnal Inovasi Vokasional dan Teknologi, 19(1), 75-82.
Zakaria, L. M. A., Purwoko, A. A., & Hadisaputra, S. (2021). Penerapan Hasil Pengembangan Bahan Ajar Kimia Berbasis Masalah dengan Pendekatan Brain Based Learning Untuk Penilaian Keterampilan Berpikir Kritis Dan Literasi Sains Peserta Didik di SMAN 4 Praya. Jurnal Pengabdian Magister Pendidikan IPA, 4(1).
Susanto, E., & Retnawati, H. (2016). Perangkat pembelajaran matematika bercirikan PBL untuk mengembangkan HOTS siswa SMA. Jurnal Riset Pendidikan Matematika, 3(2), 189-197.
Sari, S. M. (2020). Pengembangan perangkat pembelajaran problem based learning (PBL) dalam pembelajaran matematika di SMA. Jurnal Serambi Ilmu, 21(2), 211-228.
Faturohman, I., & Afriansyah, E. A. (2020). Peningkatan Kemampuan Berpikir Kreatif Matematis Peserta didik melalui Creative Problem Solving. Mosharafa: Jurnal Pendidikan Matematika, 9(1), 107-118.
Wijayanti, F., & Widiyatmoko, A. (2015). Pengembangan LKS IPA berbasis multiple intelligences pada tema energi dan kesehatan untuk meningkatkan kemampuan berpikir kreatif peserta didik. Unnes Science Education Journal, 4(1).
Siswono, T. Y. E. (2011). Level of students’ creative thinking in classroom mathematics. Educational Research and Reviews, 6(7), 548-553.
Mahdi, M., Savalas, L. R. T., & Hakim, A. (2019). Pembelajaran Kimia Berorientasi Discovery untuk Meningkatkan Literasi Sains Peserta Didik. Jurnal Pijar Mipa, 14(2), 13-17.
Zakaria, L. M. A., Purwoko, A. A., & Hadisaputra, S. (2020). Pengembangan Bahan Ajar Kimia Berbasis Masalah Dengan Pendekatan Brain Based Learning: Validitas dan Reliabilitas. Jurnal Pijar Mipa, 15(5), 554.
Lembang, F. R. (2019). Pengembangan perangkat pembelajaran kimia sma berbasis masalah untuk meningkatkan pemahaman konsep dan kemampuan berpikir kritis peserta didik (studi pada materi termokimia) (Doctoral dissertation, Pascasarjana).
Amir, M. F. (2018). Pengembangan perangkat pembelajaran berbasis masalah kontekstual untuk meningkatkan kemampuan metakognisi peserta didik sekolah dasar. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 2(1), 117-128.
Mardeni, P. R., Azmi, J., & Linda, R. (2021). Pengembangan Lembar Kegiatan Peserta Didik (LKPD) Berbasis RMS (Reading, Mind Mapping, and Sharing) pada Pembelajaran Kimia. J. Pijar Mipa, 16(1), 8.
Author Biographies
Ratnah Ratnah, Master of Science Education Study Program, Postgraduate University of Mataram
Wildan Wildan, Chemistry Education Study Program, Faculty of Teacher Training and Education, University of Mataram
Muntari Muntari, Chemistry Education Study Program, Faculty of Teacher Training and Education, University of Mataram
License
Copyright (c) 2022 Ratnah Ratnah, Wildan Wildan, Muntari Muntari
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
