PENGEMBANGAN PROGRAM PERKULIAHAN PEMBELAJARAN IPA TERPADU BERBASIS SAINS-EDU UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN BERPIKIR KREATIF MAHASISWA - Kadek Dwi Hendratma Gunawan, - (2023)
ABSTRAK Mahasiswa perlu memiliki keterampilan berpikir untuk mengintegrasikan berbagai konten dan pedagogi dalam merancang pembelajaran IPA Terpadu. Tujuan penelitian ini adalah menghasilkan program perkuliahan Pembelajaran IPA Terpadu berbasis SAINS-Edu (Semi-Autonomous: Integrating Natural Science Education) untuk meningkatkan penguasaan konsep, keterampilan berpikir kritis, dan keterampilan berpikir kreatif mahasiswa. SAINS-Edu memiliki fitur khas untuk membantu mahasiswa berpikir melalui rekomendasi tema pembelajaran, rekomendasi aktivitas untuk merancang pembelajaran, serta asesmennya secara bertahap. Desain penelitian yang digunakan yaitu Mixed Methods Exploratory Design: Instrumental Development Model. Pada uji coba program perkuliahan dilibatkan 72 mahasiswa dan implementasi program melibatkan 73 mahasiswa di semester V dari perguruan tinggi negeri di Kota Malang. Teknik analisis data menggunakan statistik deskriptif, N-Gain, uji t, uji ukuran dampak, dan uji korelasi Spearman. Hasil analisis menunjukkan bahwa 1) karakteristik program perkuliahan ini yaitu menggunakan pembelajaran inkuiri sebagai dasarnya dan melibatkan scaffolding POEE dan sistem rekomendasi berbasis AI yaitu SAINS-Edu; 2) program perkuliahan ini dapat meningkatkan penguasaan konsep, keterampilan berpikir kritis, dan keterampilan berpikir kreatif berdasarkan N-Gain pada kategori sedang; 3) program perkuliahan ini berdampak positif terhadap penguasaan konsep, keterampilan berpikir kritis, dan keterampilan berpikir kreatif berdasarkan effect size berada pada kategori tinggi; 4) keunggulan program ini yaitu pelibatan scaffolding POEE dan SAINS-Edu dalam pembelajaran inkuiri, peningkatan keterampilan berpikir kritis, keterampilan berpikir kreatif, dan kolaboratif mahasiswa, sedangkan keterbatasannya yaitu memerlukan waktu pengembangan software, perubahan kurikulum, dan ketergantungan terhadap teknologi. Peneliti selanjutnya dapat mengembangkan sistem serupa dengan perluasan cakupan materi, serta berfokus untuk mencapai 4C dalam keterampilan abad 21. Kata kunci: Pembelajaran IPA Terpadu, SAINS-Edu, Keterampilan berpikir kritis, dan keterampilan berpikir kreatif ABSTRACT University students need to possess good thinking skills to integrate various contents and pedagogy when designing integrated science learning. This research aimed to generate an Integrated Science Learning lecture program based on SAINS-Edu (Semi-Autonomous: Integrating Natural Science Education) to enhance students' concept mastery, critical thinking, and creative thinking skills. SAINS-Edu had specific features to assist students in their thinking process through recommendations in terms of learning themes, activities for designing lesson plans, and assessments. This research employed a mixed method exploratory design: instrumental development model. In the small scale try out were included 72 students and 73 of fifth-semester students participated in the implementation program in the state university in Malang. The data were analyzed using descriptive statistics, the t-test, the N-gain, the effect size test, and the Spearman correlation test. The results of the data analysis revealed that: 1) This lecture program used inquiry learning as its basis and incorporated POEE (Predict Observe Explain Evaluation) scaffolding and an AI (Artificial Intelligence)-based recommendation system called SAINS-Edu; 2) This program helped to improve concept mastery, critical thinking skills, and creative thinking skills with moderate N-Gain categories; and 3) This program had a positive effect on concept mastery, critical thinking skills, and creative thinking skills with high effect size categories; 4) The advantages of this program included the incorporation of POEE and Science-Edu scaffolding in inquiry learning, improvement of students' critical thinking skills, creative thinking skills, collaboration. On the other hand, the disadvantages of this program included the need for a considerable time to develop the software, curriculum changes, and reliance on technology. Further researchers can continue to develop similar systems to expand the material coverage as well as focus on achieving 4C (Critical Thinking Creativity Collaboration Communication) in 21st-century skills. Keywords: Integrated Science Learning, SAINS-Edu, Critical Thinking Skills, Creative Thinking Skills