PENGEMBANGAN MODUL PEMBELAJARAN BERBASIS INTERACTIVE DEMONSTRATION (INQUIRY SPECTRUM LEARNING-WENNING) UNTUK MEMBERDAYAKAN KETERAMPILAN BERPIKIR ANALITIS SISWA
DOI:
https://doi.org/10.46244/tunasbangsa.v12i2.3435Keywords:
modul, interactive demonstration, R&D, berpikir analitis.Abstract
Penelitian ini bertujuan untuk mengetahui: (1) karakteristik modul berbasis interactive demonstration pada materi sistem gerak manusia, (2) kelayakan modul tersebut, dan (3) keefektifannya dalam memberdayakan keterampilan berpikir analitis siswa. Metode yang digunakan adalah Research and Development (R&D) mengacu pada Borg dan Gall (1983) yang dimodifikasi menjadi sembilan tahap, mulai dari penelitian awal hingga revisi produk ketiga. Analisis data dilakukan dengan statistik deskriptif kualitatif-kuantitatif pada tahap awal dan terbatas, serta uji komparatif non-parametrik (Mann-Whitney U test) dan normalized gain pada uji operasional.
Hasil penelitian menunjukkan bahwa modul sistem gerak berbasis interactive demonstration dikembangkan sesuai sintaks dan indikator berpikir analitis. Kelayakan modul dinilai sangat baik dengan persentase penilaian: ahli materi 92,7%; ahli pengembangan modul 91,8%; ahli bahasa 93,7%; ahli perangkat pembelajaran 96,7%; dan ahli soal kognitif 91,5%. Penilaian praktisi memperoleh rerata 98,6% dan 98,11% (sangat baik), sementara penilaian siswa 85,96% (baik). Uji keefektifan menunjukkan rata-rata normalized gain sebesar 68,52% (cukup efektif). Hasil Mann-Whitney U test memperoleh nilai Sig. (2-tailed) 0,000 < 0,05, sehingga terdapat perbedaan signifikan hasil belajar kognitif antara kelas eksperimen yang menggunakan modul dengan kelas kontrol yang tidak menggunakan modul. Dengan demikian, modul berbasis interactive demonstration layak dan cukup efektif digunakan untuk memberdayakan keterampilan berpikir analitis siswa pada materi sistem gerak manusia.
Abstract
This study aims to investigate: (1) the characteristics of an interactive demonstration-based module on the human movement system, (2) the feasibility of the module, and (3) its effectiveness in enhancing students’ analytical thinking skills. The research employed a Research and Development (R&D) method adapted from Borg and Gall (1983), modified into nine stages ranging from preliminary research to the third product revision. Data analysis was conducted using qualitative-quantitative descriptive statistics in the early and limited trials, while comparative non-parametric tests (Mann-Whitney U test) and normalized gain were applied in the operational trials. The findings indicate that the interactive demonstration-based module was developed in accordance with the syntax and indicators of analytical thinking. The feasibility of the module was rated very good, with expert assessments as follows: subject matter expert 92.7%; module development expert 91.8%; language and readability expert 93.7%; instructional device expert 96.7%; and cognitive test expert 91.5%. Practitioner assessments yielded averages of 98.6% and 98.11% (very good), while student evaluations reached 85.96% (good). Effectiveness testing showed an average normalized gain of 68.52% (moderately effective). The Mann-Whitney U test produced a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference in cognitive learning outcomes between the experimental class using the module and the control class without it. In conclusion, the interactive demonstration-based module is feasible and moderately effective for enhancing students’ analytical thinking skills in learning the human movement system.
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