PENGEMBANGAN MODUL ELEKTRONIK INTERAKTIF PADA MATERI TEORI KINETIK GAS (MEI TKG)

• Main Author: Athif Naufal Mufid, - (Author)
• Format: Book
• Published: 2021-08-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/65234/1/S_FIS_1707902_Title.pdf; http://repository.upi.edu/65234/2/S_FIS_1707902_Chapter1.pdf; http://repository.upi.edu/65234/3/S_FIS_1707902_Chapter2.pdf; http://repository.upi.edu/65234/4/S_FIS_1707902_Chapter3.pdf; http://repository.upi.edu/65234/5/S_FIS_1707902_Chapter4.pdf; http://repository.upi.edu/65234/6/S_FIS_1707902_Chapter5.pdf; http://repository.upi.edu/65234/7/S_FIS_1707902_Appendix.pdf
• Keywords: L Education (General); QC Physics

Teori kinetik gas merupakan salah satu materi fisika yang tingkat abstraksinya tinggi, banyak peserta didik kesulitan dalam memahami materi tersebut dan kendala ini belum dapat terakomodasi dengan bahan ajar konvensional, sehingga diperlukan inovasi bahan ajar inovatif yang dapat mengakomodasinya. Penelitian ini bertujuan untuk menyusun Modul Elektronik Interaktif materi Teori Kinetik Gas (MEI TKG) yang merupakan upaya penyempurnaan keterbatasan yang dimiliki modul konvensional dan sebagai alternatif bahan ajar untuk pembelajaran materi teori kinetik gas. Metode penelitian yang digunakan adalah model penelitian desain Plomp yang terdiri dari tiga fase yaitu preliminary research, prototyping phase, dan assessment phase. Untuk mengetahui kelayakan bahan ajar, dilakukan validasi konten dan validasi empiris serta dicari tanggapan peserta didik dan guru mengenai MEI TKG. Validitas konten yang dinilai menggunakan instrumen LORI 2.0 dan diolah menggunakan indeks V Aiken menunjukkan bahwa kedelapan aspek yang dinilai dalam instrumen ternilai valid. Validasi empiris dilakukan dengan dua kali uji coba yaitu uji sempit pada 19 peserta didik pada satu SMA dan uji luas pada 34 peserta didik dari beberapa SMA di Bandung Raya. Hasil validasi empiris dari pre-posttest menunjukkan bahwa modul terbukti berpengaruh dalam meningkatkan penguasaan konsep teori kinetik gas. Hasil uji keterbacaan ada pada kategori independen yang menunjukkan bahwa bahan ajar layak digunakan peserta didik untuk pembelajaran mandiri. Angket respons dan wawancara guru menunjukkan bahwa bahan ajar dirasa sudah baik dalam konten, desain, motivasi, dan inovasi. Dari penelitian ini, diharapkan bahan ajar sejenis dapat dikembangkan pada materi fisika lain. The kinetic theory of gases is one of the physics materials with a high level of abstraction, many students have difficulty on understanding the material and this problem cannot be accommodated with conventional teaching materials, so that innovative teaching materials that can accommodate it are needed. This study aims to develop an Interactive Electronic Module for Kinetic Theory of Gases (IEM KTG) which is an effort to improve the limitations of conventional modules and as an alternative teaching material for learning the kinetic theory of gases. The research method used is Plomp's design research model which consists of three phases, namely preliminary research, prototyping phase, and assessment phase. To find out the eligibility of teaching materials, content validation and empirical validation were carried out and the responses of students and teachers were sought regarding the IEM KTG. The validity of the content assessed using the LORI 2.0 instrument and processed using the V Aiken index shows that the eight aspects assessed in the instrument are considered valid. Empirical validation was carried out with two trials, namely a narrow test on 19 students in one high school and a broad test on 34 students from several high schools in Bandung Raya. The results of the empirical validation from the pre-post test showed that the module proved to be influential in improving the understanding of the concept of gas kinetic theory. The results of the readability test are in the independent category which indicates that the teaching materials are suitable for students to use for independent learning. Response questionnaires and teacher interviews showed that the teaching materials were considered good in content, design, motivation, and innovation. From this research, it is hoped that similar teaching materials can be developed in other physics materials.