Practicality of learning devices in problem-based learning implementation in contextual teaching and learning approach
DOI:
10.29303/jpm.v17i6.4245Published:
2022-11-30Issue:
Vol. 17 No. 6 (2022): November 2022Keywords:
Contextual Teaching and Learning, Learning Tool, Problem Based LearningArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aimed to describe the practicality of physics learning tools with a problem-based learning model with a contextual teaching and learning approach. The research was conducted at Muhammadiyah Batudaa high school, and the research sample used was class XI using a simple random sampling technique. This development research uses the ADDIE model developed by Reiser and Mollenda, which consists of the analysis, design, development, implementation, and evaluation stages. The practicality test is carried out at the implementation stage. The results showed that the average percentage of the implementation of learning carried out for two meetings using a problem-based learning model with a contextual teaching and learning approach reached 97.619% with very good criteria. Then for teacher responses, 100% agreed through a teacher response questionnaire, and for student responses, 83% gave positive responses through student response questionnaires. In conclusion, physics learning tools that use a problem-based learning model with contextual teaching and learning approaches are practical to be applied in the physics learning process.
References
Kemendikbud. Lampiran Permendikbud Nomr 23 Tahun 2016 Tentang Standar Proses Pendidikan dan Menengah. Jakarta: Kemendikbud.
Utami, I. S., Septiyanto, R. F., Wibowo, F. C., & Suryana, A. (2017). Pengembangan STEM-A (science, technology, engineering, mathematic and animation) berbasis kearifan lokal dalam pembelajaran fisika. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 6(1), 67-73.
Mahardika, I. K., Maryani, M., & Murti, S. C. C. (2021). Penggunaan Model Pembelajaran Creative Problem Solving Disertai LKS Kartun Fisika pada Pembelajaran Fisika di SMP. Jurnal Pembelajaran Fisika, 1(2), 231-237.
Suprihatiningrum, J. (2013). Strategi Pembelajaran : Teori dan Aplikasi. Yogyakarta: ARR RUZZ MEDIA.
Rusman. (2013). Model-model pembelajaran: Mengembangkan profesionalisme Guru. Edisi 2. Jakarta: Rajawali pers.
Arends. (2008). Learning to Teach (Belajar Untuk Mengajar) Buku II. Alih Bahasa oleh Helly Prajitno Soetjipto dan Sri Mulyanti Soetjipto. Yogyakarta: Pustaka Pelajar.
Wahyuni, D. (2014). Efektivitas Implementasi Pembelajaran Model Problem Based Learning (PBL) Diintegrasikan dengan Predict–Observe-Explain (POE) Terhadap Prestasi Belajar Siswa Ditinjau dari Kreativitas dan Kemampuan Inferensi Siswa (Doctoral dissertation, UNS (Sebelas Maret University)).
Sanjaya, Wina. (2007). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Prenada Media Group.
Rahayuningsih, N. T., Ashadi, A. T., & Sarwanto, S. (2013). Pembelajaran Biologi dengan Model CTL (Contextual Teaching And Learning) Menggunakan Media Animasi dan Media Lingkungan Ditinjau dari Sikap Ilmiah Dan Gaya Belajar. Inkuiri, 2(02).
Taniredja, Tukiran, dkk. 2015. Model-model Pembelajaran Inovatif dan Efektif. Bandung: Alfabeta.
Afriani, A. (2018). Pembelajaran Kontekstual (Cotextual Teaching and Learning) dan Pemahaman Konsep Siswa. Jurnal Al-Mutaaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 3(1), 80-88.
Suprijono, Agus, (2014). Cooperative Learning Teori & Aplikasi Paikem. Yogyakarta: Pustaka Belajar.
Mawardani, A. (2015). Pengembangan Lembar Kerja Peserta Didik (LKPD) Thinking Acitivity Berbasis Penilaian Kerja Amali (PEKA) untuk keterampilan Hasil Belajar Materi Pokok Gerak Lurus Pesera Didik SMA. Yogyakarta: Universitas Negeri Yogyakarta.
Purnomo, B. (2017). Pengembangan Bahan Ajar Ilmu Pengetahuan Sosial Terpadu dengan Pendekatan Kontekstual pada SMP Kelas IX Semester I. Jurnal Ilmiah Universitas Batanghari Jambi, 14(2), 89-96.
Koltói, L. (2019). The relationship between school achievement and paternal involvement in children’s school activities as judged by headmasters in the 2017 National Assessment of Basic Competencies (NABC). Psychologia Hungarica Caroliensis, 7(2), 190-212.
Suherman, A., Wiyono, A., Yayat, Y., Negara, R. M. H. K., & Berman, E. T. (2020, April). Enhancing student learning achievement using competency-based modules on basic competencies examining the characteristics of refrigerants and lubricating oils. In IOP Conference Series: Materials Science and Engineering (Vol. 830, No. 4, p. 042100). IOP Publishing.
Lestari, A., Setiadi, D., & Artayasa, I. P. (2021). Profile of student ability of science literacy in biology at the second grade of junior high school state in Mataram District Indonesia. Jurnal Pijar Mipa, 16(4), 486-491.
Nabilah, W., Sudibyo, E., & Aulia, E. V. (2022). Foster student's science literacy skills on environmental pollution topics through the etnoscience approach. Jurnal Pijar Mipa, 17(3), 387-393.
Aini, Z., Ramdani, A., & Raksun, A. (2018). Perbedaan penguasaan konsep biologi dan kemampuan berpikir kritis siswa kelas X pada penerapan model pembelajaran kooperatif tipe group investigation dan guided inquiry di MAN 1 Praya. Jurnal Pijar MIPA, 13(1), 19-23.
Buhungo, T. J., Mustapa, D. A., & Arbie, A. (2021). Pengembagan perangkat pembelajaran team based learning-inquiry pada pembelajaran daring berbantuan whatsapp dan zoom meeting pada materi gerak lurus. Jurnal Pendidikan Fisika dan Teknologi, 7(2), 147-152.
Author Biographies
Abdulrahman Djou, Physics Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Gorontalo
Trisnawaty Junus Buhungo, Physics Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Gorontalo
Supartin Supartin, Physics Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Gorontalo
Asri Arbie, Physics Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Gorontalo
License
Copyright (c) 2022 Abdulrahman Djou, Trisnawaty J. Buhungo, Supartin, Asri Arbie
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).
