CD Tesis

pengembangan modul dinamika rotasi berbasis kontekstual untuk meningkatkan keterampilan berpikir tingkat tinggi dan motivasi belajar siswa sma

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The background of this research is the low level of students’ higher-order
thinking skills and learning motivation. The lack of higher-order thinking skills is
caused by teaching methods that do not support such skills, weak mastery of basic
concepts, and a learning orientation that is more focused on results. Meanwhile,
the low motivation to learn is influenced by the lack of positive learning experiences,
limited support from parents and teachers, low interest in physics, and the high
academic pressure perceived by students. In addition, physics is considered a
complex subject that requires adequate mathematical ability, particularly in
rotational dynamics, which is often regarded as difficult by both teachers and
students.
This research aims to develop a contextual-based rotational dynamics
module as a physics learning media, by testing its validity, practicality, and
effectiveness in improving students’ higher-order thinking skills and motivation to
learn physics. The study is expected to provide benefits in the form of teaching
materials that can be used to improve the quality of physics learning in the
classroom, thereby making it easier for teachers to transfer knowledge and skills
as well as to enhance students’ learning motivation.
The research was conducted from October 2024 to July 2025 at the
Postgraduate Program of the Faculty of Teacher Training and Education,
University of Riau, and at SMAN 4 Mandau. The development model used was the
4D model (Define, Design, Develop, Disseminate). In the define stage, problem
analysis, needs analysis, and material analysis were carried out. In the design stage,
the learning approach and model were determined, data collection instruments
were designed, and learning media in the form of a storyboard were created. In the
development stage, the module was constructed, validated by three experts, tested
on three students, and assessed for practicality by teachers and students.
Subsequently, in the dissemination stage, the effectiveness of the contextual-based
rotational dynamics module on students’ higher-order thinking skills and learning
motivation was tested, followed by the dissemination of the module to teachers.
After the contextual-based rotational dynamics module was declared valid and
practical, its effectiveness was tested through a quasi-experimental study conducted
in Grade XI of SMAN 4 Mandau, with class XI FIS 3 as the experimental group and
class XI FIS 2 as the control group. Both classes were declared homogeneous based
on statistical analysis of students’ daily test scores. The contextual-based rotational
dynamics module was then implemented in the experimental class. Students’
higher-order thinking skills and learning motivation were measured in both groups
through a cognitive test on rotational dynamics and a learning motivation
questionnaire. The data from the cognitive test and the questionnaire were analyzed
descriptively and statistically using the Mann-Whitney U test.
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The results of this study indicate that the contextual-based rotational
dynamics module is valid, with a score 3,77. The module also demonstrated very
high practicality, with a teacher practicality score of 3.73 and a student practicality
score of 3.42. Furthermore, based on statistical analysis of the students’ cognitive
test results, a significant difference was found in students’ overall cognitive abilities
and Middle-Order Thinking Skills. Positive changes were also observed in the
descriptive analysis of students’ higher-order thinking skills and learning
motivation.
Based on the findings, it is concluded that the contextual-based rotational
dynamics module has a positive impact on improving senior high school students’
higher-order thinking skills and learning motivation, although statistically, the
improvement was not yet significant.
Keywords: Learning Module, Rotational Dynamics, Higher-Order Thinking Skills,
Students’ Learning Motivation

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Ketersediaan

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Informasi Detail

Judul Seri

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No. Panggil

2110247657

Penerbit

Pekanbaru : Universitas Riau – PASCA – Magister Pendidikan Fisika., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2110247657

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Magister Pendidikan Fisika

Info Detail Spesifik

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Pernyataan Tanggungjawab

Rahmat

Versi lain/terkait

Lampiran Berkas

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