Penerapan Model Problem Based Learning untuk Meningkatkan Problem Solving dan Curiosity dalam Pembelajaran IPA 1

Purwanti Widhy Hastuti, Asri Widowati, Didik Setyowarno

Abstract


Tujuan penelitian ini untuk mengetahui strategi implementasi model Problem Based Learning (PBL), meningkatkan problem solving dan sikap curiosity calon guru pada mata kuliah IPA 1. Jenis penelitian ini adalah penelitian tindakan kelas dengan tahap perencanaan, implementasi dan observasi serta refleksi. Penelitian ini dilakukan sebanyak tiga siklus dengan materi yang diajarkan meliputi faktor-faktor yang mempengaruhi pertumbuhan tanaman, pemisahan campuran, dan termoregulasi. Instrumen yang digunakan berupa tes problem solving dan lembar observasi problem solving, curiosity serta keterlaksanaan model PBL. Proses pembelajaran dilakukan sesuai dengan sintaks yang terdapat dalam model PBL. Hasil penelitian menunjukkan keterlaksanaan model PBL sudah baik dengan terlaksananya semua langkah pada siklus 3. Strategi perbaikan yang dilakukan berupa memfokuskan orientasi masalah yang disajikan, membimbing calon guru dalam berbagi tugas dalam kelompok dan mengatur waktu sehingga pembelajaran lebih optimal. Hasil tes menunjukkan peningkatan rerata nilai problem solvingcalon guru dari siklus ke siklus dan di dukung dengan hasil observasi dimana tiap aspek problem solving mencapai kategorisangat baik. Dengan demikian, dapat disimpulkan bahwa penerapan model PBL dapat meningkatkan problem solving dan curiosity calon guru dalam pembelajaran IPA.

 


Keywords


Problem based learning, Problem Solving, Curiosity

Full Text:

PDF

References


Alatas, F. (2014). Hubungan pemahaman konsep dengan keterampilan berpikir kritis melalui model pembelajaran treffinger pada mata kuliah fisika dasar. EDUSAINS, 6(1), 87–96. Çaliskan, S., Selçuk, G. S., & Erol, M. (2010).Effects of the problem solving strategies instruction on the students’ physics problem solving performances and strategy usage. Procedia - Social and Behavioral Sciences, 2(2), 2239–2243. https://doi.org/10.1016/j.sbspro.2010.03.315 Ekici, D. İ. (2014). The Perceptions and Views about Problem Solving Process of Pre-service Science Teachers. Procedia - Social and Behavioral Sciences, 141, 308–312. https://doi.org/10.1016/j.sbspro.2014.05.053 Dema, O., & Moeller, A. K. (2012). Teaching culture in the 21st century language classroom. In The 2012 Central States Conference on the teaching of Foreign Language (pp. 75–91). Eko Putro Widoyoko.2009.Evaluasi Program Pembelajaran Panduan Praktis bagi Guru dan Calon Guru. Yogyakarta: Pustaka Pelajar Häkkinen, P., Järvelä, S., Mäkitalo-siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2016). theory and practice Preparing teacher-students for twenty-first- century learning practices ( PREP 21 ): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching Theory and Practice, 602(July). https://doi.org/10.1080/13540602.2016.1203772 Hastuti, P. W., Nurohman, S., & Wibowo, W. (2013). Model Integrated Science Berbasis Socio Scientific Issues Untuk Mengembangkan Thinking Skills Dalam Mewujudkan 21 St Century Skills Integrated Science Based Socio Scientific Issues Model for. Jurnal Pendidikan Matematika Dan Sains, 1(2), 158–164. Herawati, O. D. P. (2010). Pengaruh Pembelajaran Problem Posing Terhadap Kemampuan Pemahaman Konsep Matematika Siswa Kelas Xi Ipa Sma Negeri 6 Palembang. Jurnal Pendidikan Matematika, 4 No 1 Jun. Jirout, J., & Klahr, D. (2012). Children’s scientific curiosity: In search of an operational definition of an elusive concept.Developmental Review, 32(2), 125–160 Lismayani, I., & Mahanal, S. (2017). The Correlation of Critical Thinking Skill and Science Problem-Solving Ability of Junior High School Students. Jurnal Pendidikan Sains, 5(3), 96–101. Mukhopadhyay, R. (2013). Problem Solving In Science Learning - Some Important Considerations of a Teacher. IOSR Journal of Humanities and Social Science, 8(6), 21–25. Nurita, T., Hastuti, P. W., & Sari, D. A. . (2017). Jurnal Pendidikan IPA Indonesia PROBLEM-SOLVING ABILITY OF SCIENCE STUDENTS. Jurnal Pendidikan IPA Indonesia, 6(2), 341–345. https://doi.org/10.15294/jpii.v6i2.8184 Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90 Solehuzain, & Dwidayati, N. K. (2017). Kemampuan Berpikir Kreatif dan Rasa Ingin Tahu pada Model Problem-Based Learning dengan Masalah Open Ended. Unnes Journal of Mathematics Education Research, 6(1), 103–111. Spektor-Levy, O., Baruch, Y. K., & Mevarech, Z. (2013). Science and scientific curiosity in preschool—The teacher’s point of view.International Journal of Science Education, 35(13), 2226–2253.doi:10.1080/09500693.2011.631608 Thompson, C. (2011). Critical thinking across the curriculum: Process over output. International Journal of Humanities and Social Science, 1(9), 1–7 Weible, J. L., & Zimmerman, H. T. (2016). Science curiosity in learning environments : developing an attitudinal scale for research in schools , homes , museums , and the community. International Journal of Science Education, 693(June). https://doi.org/10.1080/09500693.2016.1186853 Zetriuslita, Z., Wahyudin, W., & Jarnawi, J. (2017). Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course. International Education Studies, 10(7), 65. https://doi.org/10.5539/ies.v10n7p65




DOI: http://dx.doi.org/10.24905/psej.v3i1.909

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 PSEJ (Pancasakti Science Education Journal)

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.