PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA PBL-FLIPPED CLASSROOM UNTUK MENINGKATKAN KEMANDIRIAN DAN HASIL BELAJAR

Abstract

Abstrak. Penelitian ini bertujuan untuk (1) mengembangkan perangkat pembelajaran fisika model problem based learning dengan flipped classroom pada materi momentum dan impuls, (2) menganalisis efektivitas perangkat pembelajaran terhadap kemandirian belajar dan hasil belajar kognitif peserta didik. Jenis penelitian yang digunakan adalah R&D dengan model 4D. Sampel penelitian yang digunakan dipilih dengan menggunakan teknik cluster random sampling. Instrumen penelitian yang dihasilkan berupa modul ajar, LKPD, lembar validasi instrumen, soal hasil belajar kognitif, angket kemandirian belajar, serta lembar observasi keterlaksanaan modul ajar. Data yang diperoleh kemudian dianalisis secara deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa (1) perangkat pembelajaran fisika model problem based learning dengan flipped classroom pada materi Momentum dan Impuls berhasil dikembangkan menggunakan model 4D dan memenuhi kriteria kelayakan berdasarkan hasil validasi ahli serta praktisi. (2) Perangkat pembelajaran yang dikembangkan efektif digunakan dalam pembelajaran fisika karena mampu meningkatkan kemandirian belajar dan hasil belajar kognitif peserta didik.

Kata Kunci: flipped classroom, problem based learning, hasil belajar kognitif, kemandirian belajar, perangkat pembelajaran.

Abstract. This study aims to (1) develop physics learning materials based on the problem-based learning model with a flipped classroom approach for the topics of momentum and impulse, and (2) analyze the effectiveness of these learning materials on students’ independent learning and cognitive learning outcomes. The research design used was R&D (Research and Development) based on the 4D model. The research sample was selected using the cluster random sampling technique. The research instruments developed included a teaching module, student worksheets, an instrument validation sheet, cognitive learning outcome questions, a self-directed learning questionnaire, and an observation sheet for the implementation of the teaching module. The data obtained were then analyzed using descriptive and inferential methods. The results of the study indicate that (1) the physics learning materials based on the problem-based learning model with a flipped classroom approach for the topics of Momentum and Impulse were successfully developed using the 4D model and met the feasibility criteria based on the validation results from experts and practitioners. (2) The developed learning materials were effective in physics instruction because they were able to enhance students’ learning autonomy and cognitive learning outcomes.

Keywords: flipped classroom, problem-based learning, cognitive learning outcomes, independent learning, learning materials.