Abstract
This study aims to produce a chemistry learning model of problem solving by integrating ARCS strategies so that it is feasible to use to improve student learning outcomes in the University of Flores Biology Study Program. The development of the device uses the 4-D model that was tested on semester 2 students of the Biology Education Study Program 2019/2020 Academic Year. The research design used was one group pretest-posttest. Data collection techniques using research instruments, namely in the form of the validity of learning tools, the implementation of the learning plan, student responses, and student learning outcomes. Student learning outcomes data were analyzed using analysis prerequisite tests, which consisted of normality tests, homogeneity tests, and t-tests. The results showed that the device developed was valid. This is evidenced by the significance value of tcount<ttable, which is 0.000<0.05. Thus the developed learning tools can improve student learning outcomes on the subject matter of acid and base.
Highlights
This study aims to produce a problem solving model of chemistry learning tools by integrating the ARCS strategy so that it is feasible to use it to improve student learning outcomes of the Biology Education Study Program at the University of Flores
The development of the device used the 3-D model which was tested on semester 2 students of the Biology Education Study Program for the 2019/2020 Academic Year
Bagaimana tanggapanmu terhadap penampilan tulisan, ilustrasi/gambar yang terdapat dalam LKM dan Tes Hasil Belajar (THB)?
Summary
Hasil pengembangan perangkat model pembelajaran berdasarkan masalah dengan mengintegrasikan strategi ARCS dengan mengadaptasi model pengembangan four D (4D) menjadi langkah pengembangan three D (34) dapat digambarkan sebagai berikut: Pada tahap define (pendefinisian) telah dilakukan hal-hal, yakni : 1) Analisis pendahuluan. Untuk meningkatkan kemampuan mahasiswa maka dikembangkan Rencana Pembeljaran Semester dan Lembar Kerja Mahasiswa (LKM) model pembelajaran problem solving dengan mengintegrasikan strategi motivasi ARCS, agar mahasiswa memahami konsep asam basa. Hal ini menunjukkan perangkat pembelajaran dengan model pembelajaran problem solving yang mengintegrasikan strategi ARCS layak digunakan dalam pembelajaran pada materi pokok asam basa Hera et al (2014). Hasil validasi LKM dengan kategori valid seperti pada Tabel 1 , didasarkan pada karakteristik problem solving dan strategi ARCS untuk meningkatkan hasil belajar mahasiswa. Untuk mengetahui interaksi selama kegiatan belajar mengajar di kelas diperlukan pengamatan dengan menggunakan instrumen keterlaksanaan pembelajaran model problem solving dengan strategi ARCS. Hasil yang dicapai ini menunjukkan bahwa langkahlangkah pembelajaran yang dilakukan oleh dosen sesuai dengan langkah-langkah pembelajaran model pembelajaran problem solving dengan strategi ARCS yang dikembangkan. Dosen membantu mahasiswa menjadi fasilitator pada saat praktikum dan dalam kegiatan diskusi
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