Pengembangan Modul Pembelajaran Multirepresentasi Berbasis PhET untuk Materi Operasi Vektor pada Siswa Kelas XI di SMAN 42 Jakarta

Clarinda, Chyntia (2022) Pengembangan Modul Pembelajaran Multirepresentasi Berbasis PhET untuk Materi Operasi Vektor pada Siswa Kelas XI di SMAN 42 Jakarta. S1 thesis, Universitas Kristen Indonesia.

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Abstract

Fisika adalah mata pelajaran yang menekankan penguasaan konsep, terlebih lagi dalam materi fisika tidak hanya teori namun ada juga praktikum agar siswa lebih memahami materi. Oleh sebab itu diperlukan media praktikum virtual seperti aplikasi Physics Education Technology (PhET) dengan bahan ajar modul multirepresentasi yang dapat meningkatkan penguasaan konsep dan menuntun siswa menggunakan simulasi praktikum PhET. Tujuan dari penelitian ini untuk mengembangkan modul pada materi operasi vektor yang layak digunakan dan mengetahui respon siswa kelas XI terhadap modul. Penelitian ini menggunakan metode R&D (Research and Development), dengan model Analysis, Design, Development, Implementation and Evaluation (ADDIE). Dari hasil validasi ahli materi diperoleh rata-rata 89% dan validasi ahli media mendapatkan skor rata-rata 84%. Sementara itu, rata-rata respon angket siswa terhadap modul mencapai 82%. Dapat disimpulkan hasil validasi dari kedua validator mendapat kategori sangat layak dan mendapat respon sangat positif dari respon angket siswa. / Physics is a subject that emphasizes mastery of concepts, moreover in physics material not only theory but there is also a practicum so that students better understand the material. Therefore, virtual practicum media such as the Physics Education Technology (PhET) application is needed with multi representation module teaching materials that can improve mastery of concepts and guide students to use PhET practicum simulations. This study aims to produce modules on vector operation materials that are suitable for use and find out the response of class XI students to the module. This research uses the R&D (Research and Development) method, with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. Student responses and questionnaires for expert validation were employed as the data collection methods. The average value for material expert validation was 89%, and the average value for media expert validation was 84%. The average student response rate to the module's questionnaire was 82%. It can be inferred that the student questionnaire response and the validation results from both validators both yield a very plausible category.

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