CD Tesis

pengembangan e-learning fisika berbasis problem based learning untuk meningkatkan kemampuan berpikir tingkat tinggi dan minat belajar peserta didik pada materi fluida

---

21st century learning is a learning process that directs students to have high-level thinking skills. High-level thinking skills are a process that leads students to the highest cognitive level, where students are able to think critically, creatively, logically, and systematically, skillfully analyzing, evaluating and re-creating. High-level thinking skills (HOTS) are needed so that each student is able to compete in facing various challenges from the outside world. Based on the results of the PISA 2022 survey, it was found that the science score was still in the low category. The results of the needs analysis obtained by the researcher showed that 75.6% of students thought that physics learning in schools had not improved high-level thinking skills in accordance with the results of the literature study stating that the level of high-level thinking skills of students in fluid material was included in the very poor category. One way to improve high-level thinking skills is by implementing learning media that are suitable for 21st century competencies, one of which is e-learning. E-learning is a learning system that uses electronic applications that play a role in supporting the teaching and learning process by utilizing science and technology in the form of the internet, computer networks, or laptops. E-learning in this study was developed with a PBL learning model consisting of five syntaxes with the aim of improving HOTS skills and students' learning interests. Based on the results of the needs analysis conducted by the researcher, it was found that 91.5% of students were interested in learning using e-learning.
This research aims to describe the development of physics e-learning based on problem based learning, obtain physics e-learning that is feasible and practical to be used in physics learning, and describe high-level thinking skills and students' learning interests after implementing physics e-learning based on problem based learning in learning. The benefits provided are increased understanding of concepts and students' learning interests, physics e-learning based on problem based learning can be used as an alternative learning media for teachers and schools, and can be used as a reference for other researchers in improving the quality of learning.
The type of research applied is a combination of development and experimentation. Development uses the ADDIE type Instructional Design model which consists of 5 stages, namely Analysis, Design, Development, Implementation, and Evaluate. Interactive multimedia is also validated by 3 validators using a validity assessment sheet, and its practicality is tested by 3 teachers and 20 students using a practicality assessment sheet. The type of experiment used is a quasi-experiment (Quasi Experimental) with a research design, namely nonequivalent control group design. The population in this research included class XI Interest 1- XI Interest 4 at SMAS Cendana Mandau with 2 samples, namely the experimental class and the control class. The experimental class was given treatment in the form
xi
of the application of physics e-learning based on problem based learning in the learning process, while the control class was only given a learning process using printed books. Before and after the material was taught, students were given a high-level thinking ability test and a learning interest questionnaire consisting of a pretest and posttest. The research data in the form of pretest and posttest results were processed quantitatively and displayed in graphical form to see the level of high-level thinking ability and learning interest of students. The differences in high-level thinking ability and learning interest of the experimental class and the control class were analyzed using the MANOVA test.
The results of the research showed that physics e-learning based on problem based learning was declared very feasible by the validator with a validation value of 3.49 for material, 3.51 for media and 3.52 for pedagogy. In addition, based on the results of the practicality test, the average value of teacher practicality was 88.00 (very practical) and the average student practicality was 89.50 (very practical). The results of the study descriptively showed that the experimental class had an average score of higher-order thinking skills and learning interest compared to the control class. Inferentially, the MANOVA test showed that the significance value was

---

Ketersediaan

Informasi Detail

Judul Seri

-

No. Panggil

2310246901

Penerbit

Pekanbaru : UNRI – PASCA – Magister Pendidikan Fisika., 2025

Deskripsi Fisik

-

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

2310246901

Tipe Isi

-

Tipe Media

-

Tipe Pembawa

-

Edisi

-

Subjek

Magister Pendidikan Fisika

Info Detail Spesifik

-

Pernyataan Tanggungjawab

Rahmat

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar