The Effect of the Orientation, Analysis, Synthesis, Investigation, Synergy (OASIS) Model on Students' Cognitive Learning Outcomes in Kinetic Gas Theory
DOI:
10.29303/jpft.v10i2.7276Published:
2024-09-20Issue:
Vol. 10 No. 2 (2024): July - December (In Press)Keywords:
Cognitive Learning Outcome, OASIS Model, Kinetic TheoryArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Based on the results of a preliminary study at SMA Negeri 1 Cihaurbeuti, it is known that students' cognitive learning outcomes are still classified as poor, one of which is the kinetic gas theory material which still has not reached the minimum completeness criteria, namely 70, because the learning method still uses the lecture method. Apart from that, the lack of innovation in the use of models in physics learning causes physics learning to become less interesting for students so that cognitive learning outcomes need to be improved. One of the solutions taken by researchers to overcome this problem is to apply the Orientation, Analysis, Synthesis, Investigation, Synergy (OASIS) learning model. The aim of this research is to analyze the influence of the OASIS learning model on students' cognitive learning outcomes in class XI gas kinetic theory material at SMA Negeri 1 Cihaurbeuti. The research method used is quasi experimental design because this research is educational research with the object used being humans. The research design applied is nonequivalent control group design, where the two classes of research samples will undergo tests before and after being given treatment. The population in this research is all 7 classes of class To measure cognitive learning outcomes (C1, C2, C3), students were tested before treatment (pretest) and after being given treatment (posttest) in the form of a description of 6 questions on the main material of the kinetic theory of gases. The data analysis technique that will be used is the prerequisite test including the normality test and homogeneity test, as well as hypothesis testing using the t test with a significance level showing that (4.06>1.67) which means is accepted and is rejected, so it can be concluded that the OASIS learning model has an effect on students' cognitive learning outcomes in gas kinetic theory material.
References
Anwar, F., Faruza, S., & Gusmaneli, G. (2024). Strategi Pembelajaran Collaborative Learning dalam Meningkatkan Kemampuan Kerjasama dan Komunikasi dalam Pembelajaran PAI. Harmoni Pendidikan: Jurnal Ilmu Pendidikan, 1(2), 165–175. DOI: https://doi.org/10.59841/ihsanika.v2i2.1117
Arikunto. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. In Rineka Cipta.
Christi, R. Y. D., Handhika, J., & Yusro, A. C. (2020). Pengembangan Modul Fisika Berbasis Oasis Pada Materi Suhu dan Kalor Untuk Meningkatkan Kemampuan Berpikir Kritis. Radiasi: Jurnal Berkala Pendidikan Fisika, 13(2), 55–60. DOI: https://doi.org/10.37729/radiasi.v13i2.296
Hamalik, O. (2006). Proses belajar mengajar.
Handhika, J. (2018). Model Orientasi, Analisis, Sintesis, Investigasi, Sinergi (Oasis) untuk Meningkatkan Level Konsepsi Mahasiswa pada Materi Kinematika dan Dinamika. UNS (Sebelas Maret University).
Hasanah, U. (2022). Analisis Hasil Belajar Siswa Pada Ranah Kognitif Menggunakan Model Pembelajaran Creative Problem Solving Materi Reaksi Reduksi Dan Oksidasi. Eksakta: Jurnal Penelitian Dan Pembelajaran MIPA, 7(2), 298–302.
Hertz-Lazarowitz, R., Kirkus, V. B., & Miller, N. (1992). An overview of the theoretical anatomy of cooperation in the classroom. Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning, 3–4.
Kanti, L., Rahayu, S. F., Apriana, E., & Susanti, E. (2022). Analisis pengembangan media pembelajaran berbasis augmented reality dengan model POE2WE pada materi teori kinetik gas: literature review. Jurnal Pendidikan Dan Ilmu Fisika, 2(1), 75–82. DOI: https://doi.org/10.52434/jpif.v2i1.1731
Khoerunnisa, P., & Aqwal, S. M. (2020). ANALISIS Model-model pembelajaran. Fondatia, 4(1), 1–27. DOI: https://doi.org/10.36088/fondatia.v4i1.441
Khoiriyah, R. M. H., Sudarti, S., Nuraini, L., & Rozak, A. (2023). Pengaruh Model Project Based Learning Dalam Pembelajaran Teori Kinetik Gas Terhadap Keterampilan Berpikir Tingkat Tinggi Siswa Di Sman 5 Jember. Jurnal Pembelajaran Fisika, 12(1), 1–8. DOI: https://doi.org/10.19184/jpf.v12i1.36283
Mariko, S., & Andri, A. (2018). Perancangan Software Aplikasi Berbasis Android untuk Menghitung Variabel Fisika Listrik dan Magnet. Jupiter (Jurnal Pendidikan Teknik Elektro), 3(1), 17–25. DOI: https://doi.org/10.25273/jupiter.v3i1.2405
Murtini, I. D. (2021). Penggunaan Metode Demonstrasi Untuk Meningkatkan Prestasi Belajar Bahasa Indonesia Konsep Menyampaikan Pesan Dari Media Kelas V SDN Sukorejo. Jurnal Guru Profesional.
Musliman, A., & Kasman, U. (2022). Efektivitas model inkuiri terbimbing untuk melatih kemampuan berpikir kritis siswa pada konsep fisika yang bersifat abstrak. Jurnal Jendela Pendidikan, 2(01), 48–53. DOI: https://doi.org/10.57008/jjp.v2i01.116
Pratiwi, S., Wiyono, K., & Zulherman, Z. (2020). Pengembangan E-Learning Materi Hukum Newton Untuk Mengembangkan Keterampilan Berpikir Kritis Siswa Sekolah Menengah Atas. Jurnal Pendidikan Fisika, 8(2), 172–185. DOI: https://doi.org/10.24127/jpf.v8i2.2780
Qadry, I. K., Dassa, A., & Azis, U. A. (2022). Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Higher Order Thinking Skill Pada Siswa Smp. Infinity Jurnal Matematika Dan Aplikasinya, 3(1), 29–36.
Shoimin, A. (2021). 68 model pembelajaran inovatif dalam kurikulum 2013.
Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D.
Suryanti, S. (2019). Penerapan Metode Diskusi Untuk Meningkatkan Kognitif Siswa Kelas VII SMPN 7 Kuntodarusalam: The Application of the Discussion Method to Improve Cognitives of Class VII Students of SMPN 7 Kuntodarusalam. Perspektif Pendidikan Dan Keguruan, 10(1), 27–37. DOI: https://doi.org/10.25299/perspektif.2019.vol10(1).3095
Wicaksono, A. W., Nafi’ah, A., Winona, A. F. S., & Muhid, A. (2022). Meningkatkan Kemampuan Kognitif melalui Metode Bernyanyi pada Anak Usia Dini: Literature Review. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 4(2), 408–420. DOI: https://doi.org/10.52266/pelangi.v4i2.869
Author Biographies
Yopi Wiliyana Sasmita, University of Siliwangi
Physics Education Study Program
Aripin Aripin, University of Siliwangi
Physics Education Study Program
Yanti Sofi Makiyah, University of Siliwangi
Physics Education Study Program
License
Copyright (c) 2024 Yopi Wiliyana Sasmita, Aripin Aripin, Yanti Sofi Makiyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
