PENGEMBANGAN MULTI-STRATEGI PEMBELAJARAN UNTUK MENINGKATKAN KETERAMPILAN KOMUNIKASI SAINS PADA MAHASISWA CALON GURU FISIKA - Wahyui Handayani, - (2020)
Beberapa negara telah menetapkan komunikasi yang efektif sebagai sub-tema dari keterampilan profesional guru berkualitas. Partnership for 21st century skills telah menetapkan bahwa keterampilan komunikasi adalah bagian dari keterampilan abad ke- 21. Komunikasi berkaitan erat dengan bahasa. Bahasa sains mengandung komponen verbal (tipologis), matematis, visual-grafis, dan aksi operasional (topologis), oleh karena itu komunikasi dalam sains mengandung komponen verbal (tipologis), matematis, visualgrafis, dan aksi operasional (topologis). Guru sains perlu menguasai keterampilan komunikasi sains dengan baik. Keterampilan komunikasi sains perlu dilatihkan kepada mahasiswa calon guru selama masa studinya. Keterampilan komunikasi sains yang terpantau masih lemah pada mahasiswa calon guru fisika di sebuah LPTK di Bandung adalah keterampilan membaca buku teks fisika dengan tingkat pemahaman mendalam (deep level comprehension), keterampilan merepresentasi konsep fisika dan keterampilan menulis materi ajar multimodus representasi. Penelitian ini bertujuan mengembangkan stategi membaca buku teks fisika, merepresentasi konsep fisika dan menulis materi ajar multimodus representasi. Dengan menerapkan strategi-strategi tersebut diharapkan mahasiswa calon guru fisika mampu membaca buku teks fisika dengan tingkat pemahaman mendalam, menyajikan konsep dan hukum fisika dalam modus teks dan visual; mentranslasi antar modus representasi, menjelaskan konsep fisika dalam multi representasi dan mempertimbangkan representasi akan kelayakannnya dalam merepresentasikan konsep fisika secara visual dan menulis materi ajar fisika yang di dalamnya menyajikan gabungan dua atau lebih modus representasi. Metoda yang digunakan dalam penelitian ini adalah metoda penelitian dan pengembangan (Research and Development Methods). Tahap-tahap yang dilakukan dalam penelitian ini meliputi studi pendahuluan, perencanaan, mengembangkan rancangan strategi pembelajaran, ujicoba pendahuluan, merevisi produk dan ujicoba utama. Dengan menggunakan metode R & D telah dikembangkan multi-strategi untuk meningkatan keterampilan komunikasi sains. Multi-strategi tesebut terdiri dari strategi membaca buku teks fisika yaitu Reading Strategy Quadrant (RSQ), strategi merepresentasi konsep fisika yaitu Representation Pedagogical Content Knowledge Strategy (RPCK-Strategy) dan strategi menulis materi ajar multimodus representasi yaitu Triple Step Writing Strategy (TS-WS). Ujicoba pendahuluan (pleriminary field testing) menggunakan metode pre-experiment desain the one group pretest-posttest design. Ujicoba utama (main field testing) menggunakan metode quasi-expeiment desain randomized pretest-posttest control group design. Multistrategi tersebut sudah diujicobakan pada mahasiswa calon guru fisika yang berusia ratarata 21 tahun pada sebuah LPTK di Bandung. Ujicoba pendahuluan melibatkan 15 mahasiswa calon guru fisika dan ujicoba utama 45 mahasiswa calon guru fisika. Instrumen untuk mengukur keterampilan membaca buku teks fisika adalah tes uraian keterampilan membaca buku teks fisika dan tes pemahaman konsep listrik statis. Instrumen untuk mengukur keterampilan merepresentasi konsep fisika adalah tes uraian keterampilan merepresentasi konsep listrik statis dan tes pemahaman konsep listrik statis. Untuk mengukur keterampilan menulis materi ajar multimodus representasi mahasiswa ditugaskan untuk menulis materi ajar multimodus representasi. Hasil penelitian menunjukkan bahwa: 1) RSQ efektif dalam meningkatkan keterampilan membaca buku teks fisika pada materi listrik statis dan efektif dalam meningkatkan pemahaman konsep listrik statis, 2) RPCK Strategy efektif dalam meningkatakan keterampilan merepresentasi konsep listrik statis dan efektif dalam meningkatkan pemahaman konsep listrik statis dan 3) TS-WS efektif dalam meningkatkan keterampilan menulis materi ajar multimodus representasi mahasiswa calon guru fisika. Several countries have established effective communication as a sub-theme of the quality of professional teacher skills. Partnership for 21st century skills has established that communication skills are part of 21st century skills. Communication is closely related to language. The language of science contains verbal (typological), mathematical, visualgraphic, and operational (topological) components, therefore communication in science contains verbal (typological), mathematical, visual-graphic, and operational (topological) components. Science teachers need to master science communication skills well. Science communication skills need to be taught to preservice teacher during their studies. Science communication skills possessed by preservice physics teachers students at a LPTK in Bandung that are still weak include the skills of reading physics textbooks with a deep level comprehension, the skills of representing physical concepts and the skill of writing multimodal representation teaching material. This study aims to develop strategies to read physics textbooks, represent physics concepts and write multimodal representations teaching materials. By implementing these strategies, it is expected that preservice physics teachers are able to read physics textbooks with a deep level comprehension, present concepts and laws of physics in text and visual modes; translate among modes of representation, explain the concepts of physics in multiple representations and consider representations of their feasibility in representing physical concepts visually; and write physics teaching materials which present a combination of two or more modes of representation. The method used in this research is Research and Development (R & D) methods. The stages of R & D methods carried out in this study include research and information collecting activities, planning activities, developing learning strategy designs, preliminary field testing, main product revision and main field testing. Using the R & D method, a multi-strategy has been developed to improve science communication skills. Using the R & D method, a multi-strategies has been developed to improve science communication skills. The multi-strategies consists of a physics textbook reading strategy called the Reading Strategy Quadrant (RSQ), a strategy of representing physics concepts called the Pedagogical Representation Content Knowledge Strategy (PRCK-Strategy) and a strategy for writing multimodal representations teaching materials called the Triple Step Writing Strategy (TS-WS). Pleriminary field testing used the one group pretestposttest design pre-experiment method. Main field testing used a quasi-expeiment design randomized pretest-posttest control group design method. The multi-strategies has been tested on preservice physics teachers who were on average 21 years old at an LPTK in Bandung. The preliminary field testing involved 15 preservice physics teacher and the main field testing was 45 preservice physics teacher. Instruments that is used to measure physics textbook reading skills is an essay test of the skills of reading a textbook in physics and a test for understanding the concept of static electricity. Instrument that is used to measure the skills to represent the concepts of physics is an essay of the skills representing the concept of static electricity and a test of understanding the concept of static electricity. To measure the skills of writing multimodus representation teaching materials students are assigned to write multimodus representation teaching materials. The results showed that: 1) RSQ was effective in improving the reading skills of physics textbooks on static electricity and was effective in increasing the understanding of static electricity concepts, 2) PRCK Strategy was effective in increasing skills in representing static electricity concepts and was effective in increasing understanding of static electricity concepts and 3) TS-WS was effective in improving the skill of writing multimodal representations of teaching materials for preservice physics teachers.