Validitas dan efektivitas prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving untuk meningkatkan pengetahuan metakognisi - Asy’ari, Muhammad; Hidayat, Samsun; Muhali, Muhali (Jurnal Inovasi Pendidikan IPA, 2019)
Penelitian ini bertujuan menghasilkan prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving yang valid dan efektif untuk meningkatkan pengetahuan metakognisi peserta didik. Desain penelitian ini adalah eksperimen semu menggunakan one group pretest-posttest design, dengan sampel 25 peserta didik program studi pendidikan fisika FPMIPA IKIP Mataram. Instrumen penelitian ini menggunakan lembar validasi untuk mengukur validitas produk, dan tes berbentuk essay yang mengukur efektivitas produk untuk meningkatkan pengetahuan metakognisi peserta didik. Data dan analisis yang digunakan yaitu: (1) validitas produk dilakukan oleh 2 (dua) ahli yang berkompeten dan dianalisis secara deskriptif, dan (2) efektivitas produk diukur setelah pembelajaran dan dianalisis secara deskriptif menggunakan persamaan n-gain, dan secara statistik dengan paired samples test. Hasil penelitian menunjukkan prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving valid (3,38) dan reliabel (0,97), sedangkan pengetahuan metakognisi meliputi pengetahuan deklaratif (n-gain = 0,58), pengetahuan prosedural (n-gain = 0,53), dan pengetahuan kondisional (n-gain = 0,56) dinyatakan meningkat setelah pembelajaran dengan kategori sedang. Hasil uji statistik menunjukkan prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving berpengaruh signifikan (p < 0,05) terhadap pengetahuan metakognisi peserta didik. Dengan demikian, prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving valid dan efektif untuk meningkatkan pengetahuan metakognisi peserta didik. Validity and effectiveness of reflective-integrative basic physics textbook prototype based on problem solving to improve metacognition knowledge Abstract This study aimed at producing a valid and effective reflective-integrative basic physics textbook prototype based on problem solving in order to improve students’ metacognitive knowledge at university level. The design was quasi experiment with one group pretest-posttest design, which involved 25 students of FPMIPA, IKIP Mataram. Instruments of the study were a validation sheet to measure product validity and an essay test to measure effectiveness of the product in attempt to improve students’ metacognitive knowledge. Data and its analysis were conducted through: (1) two experts’ descriptive judgements on the validity of the text book and (2) descriptive analysis on product effectiveness analyzed after learning session by using n-gain equation and statistical analysis using paired sample test. Results show that the text book prototype was valid (3,38) and reliable (0,97), while metacognitive knowledge that covered declarative knowledge (n-gain= 0,58), procedural knowledge (n-gain= 0,53), and conditional knowledge (n-gain= 0,56) were found improved at medium level after learning conducted. Statistical test result shows that the text book protype had significant effect (p<0,05) towards students’ metacognitive knowledge. Therefore, the reflective-integrative basic physics textbook prototype based on problem solving was found valid and effective in improving students’ metacognitive knowledge at university level.