Development of Problem Solving-Based Modules Assisted by Tracker Software to Improve Students' Problem-Solving Skills in High School

Authors

  • Santi Istiqomah Universitas PGRI Palembang
  • Patricia H. M Lubis Universitas PGRI Palembang
  • Lefudin Lefudin Universitas PGRI Palembang

DOI:

https://doi.org/10.26618/jpf.v11i1.9592

Keywords:

module, problem solving skills, software tracker, research and development

Abstract

This study aims to 1) produce problem solving-based modules assisted by software tracker to improve valid problem-solving abilities; 2) produce problem solving based modules assisted by tracking software to improve practical problem solving skills; 3) find out the potential effects of problem solving-based modules assisted by tracker software to improve students’ problem solving skills. This study used research and development (R&D) methods which refer to the ADDIE development procedure. includes Analysis, Design, Development, Implementation, Evaluation. One of the ADDIE's stages is modifying the development stage using Tessmer's evaluation. If it consists of self-evaluation, expert review, one to one, and small group. Data collection was carried out by observation, interviews, questionnaires/questions. The research subjects were class X IPA students at SMA Negeri 3 Sungai Lilin. Based on the analysis, the data is stated to be valid, practical and has the potential to influence students. The results obtained 1) The expert review stage showed the average value from the three experts, namely 91.11% for material aspects, 93.33% for media aspects, and 81.11% for language aspects. 2) The one-to-one stage has a percentage value of 84.44 % which is categorized as practical. 3) The small group students’ response questionnaire has a score percentage of 87.778% which is categorized as practical. and 4) the field test stage shows an average value of 44 .2563 in the pretest and 83.9063 in the post-test. Therefore, it can be concluded that the problem solving-based module assisted by tracker software can be stated as valid, practical, and effective to improve students’ problem-solving skills.

References

Aflaha, D. S. I., Suparmin., & Sarwanto. (2015). Pengembangan modul fisika berbasis problem solving materi elastisitas untuk siswa kelas X SMA/MA. Inkuiri: Jurnal Pendidikan IPA, 4 (1), 63-72. https://doi.org/10.20961/inkuiri.v4i1.9548

Agustina., Misdalina., & Lefudin. (2020). Pengaruh model pembelajaran kooperatif tipe team games tournament terhadap pemahaman konsep peserta didik pada pembelajaran fisika. Jurnal Pendidikan Fisika, 8(2), 186-195. https://doi.org/10.24127/jpf.v8i2.2673

Bancong, H., Putra, D. P., & Nurazmi. (2021). The purposes of students in conducting thought experiments while solving physics problem. In AIP Conference Proceedings, 2330(1), 1-5. https://doi.org/10.1063/5.0043195

Baten, C. E. (2019). Your classroom. Journal of Education, 88(18), 495-496. https://doi.org/10.1177/002205741808801819

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6

Carson, J. (2007). A problem with problem solving: Teaching thinking without teaching knowledge. The Mathematics Educator, 17(2), 7–14.

Daryanto. (2013). Menyusun modul bahan ajar untuk persiapan guru dalam mengajar. Gava Media.

Deti, E. A, Husna, H., & Anaperta, M. (2021). Pengembangan modul pembelajaran berbasis problem solving pada materi gerak dan gaya kelas VIII SMP. JEP (Jurnal Eksakta Pendidikan), 5(1), 41–50. https://doi.org/10.24036/jep/vol5-iss1/546

Fadholi, L., Harijanto, A., & Lesmono, A. D. (2018). Analisis video kejadian fisika dengan software tracker sebagai rancangan bahan ajar momentum dan impuls untuk meningkatkan kemampuan berfikir kritis siswa SMA kelas X. Jurnal Pembelajaran Fisika, 7(3), 263–270. https://doi.org/10.19184/jpf.v7i3.8598

Fitriyanto, I., & Sucahyo, I. (2016). Penerapan software tracker video analyzer pada praktikum kinematika gerak. IPF: Inovasi Pendidikan Fisika, 5(3), 92–97. https://doi.org/10.26740/ipf.v5n3.p%25p

Gitnita, S., Kamus, Z., & Gusnedi. (2018). Analisis validitas, praktikalitas, dan efektifitas pengembangan bahan ajar terintegrasi konten kecerdasan spiritual pada materi fisika tentang vektor dan gerak lurus. Pillar of Physics Education: Jurnal Berkala Ilmiah Pendidikan Fisika, 11(2), 153–160. http://dx.doi.org/10.24036/3282171074

Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American Journal of Physics, 60(7), 627–636. https://doi.org/10.1119/1.17117

Hudha, M. N., Aji, S., & Rismawati, A. (2017). Pengembangan modul pembelajaran fisika berbasis problem based learning untuk meningkatkan kemampuan pemecahan masalah fisika. SEJ (Science Education Journal), 1(1), 36–51. https://doi.org/10.21070/sej.v1i1.830

Julyal, I., Gusmaweti., & Azrita. (2014). Pengembangan modul pembelajaran dialog bergambar pada materi sistem hormon di SMA N 1 Limbur Lubuk Mengkuang Kabupaten Bungo Jambi. Jurnal Fakultas Keguruan dan Ilmu Pendidikan Universitas Bung Hatta, 3(4), 1-9.

Jumardi., Hustim, R., & Nurlina. (2013). Penerapan pendekatan problem solving untuk meningkatkan hasil belajar fisika siswa kelas X2 SMA Negeri Parangloe. Jurnal Pendidikan Fisika, 1(3), 213-218. https://doi.org/10.26618/jpf.v1i3.206

Nurliawaty, L., Mujasam, M., Yusuf, I., & Widyaningsih, S. W. (2017). Lembar kerja peserta didik (lkpd) berbasis problem solving polya. Jurnal Pendidikan Indonesia, 6(1), 72-81. https://doi.org/10.23887/jpi-undiksha.v6i1.9183

Prastowo, A. (2013). Panduan kreatif membuat bahan ajar inovatif: Menciptakan metode pembelajaran yang menarik dan menyenangkan. Diva Press.

Putra, A. P., Ibrahim, M., Huldani., Sukmana, B. I., Fauziah., & Achmad, H. (2020). Are there levels of students morales? The effects of biological problem solving on moral development. Internasional Education Studies, 13(6), 32-47. Doi:10.5539/ies.v13n6p32

Risa, E., Hakim, L., Ratnaningdyah, D., & Sulistyowati, R. (2021). Pengembangan LKPD berbasis problem solving berbantuan software tracker untuk meningkatkan keterampilan pemecahan masalah di SMA Jambura Physics Journal, 3(1), 42–53. https://doi.org/10.34312/jpj.v3i1.8705

Setyaningsih, D. R., & Putra, N. M. D. (2021). Efektivitas pengembangan modul praktikum elastisitas berbantuan software tracker. Unnes Physics Education Journal, 10(2), 172-180. https://doi.org/10.15294/upej.v10i2.54201

Shoimin, A. (2017). 68 Model pembelajaran inovatif dalam kurikulum 2013. Ar-Ruzz Media

Sugiyono. (2018). Metode penelitian kuantitatif. Alfabeta

Tessmer, M., & Wedman, J. (1995). Context-sensitive instructional design models: A response to design research, studies, and criticism. Performance Improvement Quarterly, 8(3), 38–54. https://doi.org/10.1111/j.1937-8327.1995.tb00685.x

Triyana, V., Murdani, E., & Nirawati, R. (2018). Peningkatan kemampuan pemecahan masalah matematis siswa kelas VI melalui model pembelajaran kontekstual pada materi jajargenjang. Jurnal Pendidikan Matematika Indonesia, 3(1), 32–34. http://dx.doi.org/10.26737/jpmi.v3i1.521

Venisari, R., Gunawan, G., & Sutrio, S. (2017). Penerapan metode mind mapping pada model direct instruction untuk meningkatkan kemampuan pemecahan masalah fisika siswa SMPN 16 Mataram. Jurnal Pendidikan Fisika dan Teknologi, 1(3), 193–199. https://doi.org/10.29303/jpft.v1i3.258

Downloads

Additional Files

Published

2023-01-31

Issue

Vol. 11 No. 1 (2023): PENDIDIKAN FISIKA

Section

Articles

License

Copyright:

Authors who publish with this journal agree to the following terms:

1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2. 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 this journal.

3. 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.

Licence:

Authors are free to:

1. Share: Copy and redistribute the material in any medium or format

2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.

The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:

1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Jurnal Pendidikan Fisika  is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.