PERKULIAHAN FISIKA LINGKUNGAN MENGGUNAKAN MULTIMODEL BERBASIS ECOPEDAGOGY UNTUK MENINGKATKAN KOMPETENSI EKOLOGIS MAHASISWA PENDIDIKAN FISIKA - Nurasyah Dewi Napitupulu, - (2021)
Tujuan penelitian ini untuk mengetahui dampak penerapan multimodel berbasis ecopedagogy (MM-EcoP) terhadap peningkatan kompetensi ekologis mahasiswa calon guru Fisika. Pembelajaran dilakukan pada perkuliahan Fisika Lingkungan dengan materi "Energi dan Fenomena Lingkungan." Kerangka berpikir teoritis didasarkan pada MM-EcoP yang terdiri atas inquiri-based ecopedagogy (In-EcoP), problem-based ecopedagogy (PB-EcoP), dan project-based ecopedagogy (PjB-EcoP), motivasi akademik, dan capaian perkuliahan (kognitif, afektif, dan psikomotorik). Partisipan penelitian 59 orang mahasiswa Pendidikan Fisika yang sedang mengikuti perkuliahan Fisika Lingkungan di salah satu LPTK di Sulawesi Tengah. Dengan purposive judgement sampling diperoleh sampel sebagai kelompok kontrol (N=22 orang) dan kelompok eksperimen (N=37 orang). Metode penelitian menggunakan Mixed Methods Research (MMR) model embedded experimental dengan desain Quasi Experiment One Group Pretest-Posttest. Data motivasi akademik dan kompetensi ekologis diperoleh dengan instrument tervalidasi, yaitu: (1) Skala Motivasi Akademik, dengan 33 item pernyataan dengan skala Likert ; (2) Test Kompetensi Kognitif, berjumlah 25 item pilihan ganda; (3) Skala Sikap Ekologis berjumlah 46 item pernyataan dengan skala Likert; dan (4) Lembar Observasi Psikomotorik, dengan 18 item pernyataan. Analisis uji N-Gain dan uji pengaruh interaksi antar variabel dengan menggunakan Interaction of Two ways Anova dengan SPSS program version 22 for windows. Hasil penelitian menunjukkan bahwa: (1) Perkuliahan Fisika Lingkungan dengan MM-EcoP dalam pembelajaran Energi dan Fenomena Ekologis merupakan perkuliahan yang berorientasi teori ecopedagogy, otentik, interdisipliner, dan berbasis motivasi akademik; (2) Persentase skor rata-rata motivasi akademik mahasiswa diperoleh 61,7 dan 64 dengan kategori motivasi kurang; (3) Persentase skor dimensi kognitif mahasiswa sebelum intervensi 48,3 dan 81,4 sesudah pembelajaran; Persentase skor dimensi afektif mahasiswa sebelum intervensi 58,4 dan sesudah intervensi 83,4; Persentase skor dimensi psikomotorik sesudah intervensi 80,9; (4) Besarnya peningkatan dimensi kognitif mahasiswa 83,3% dengan kategori baik; peningkatan sikap ekologis mahasiswa 60% dengan kategori kurang; dan perolehan dimensi psikomotorik 80,9% dengan kategori baik; (5) Ada pengaruh interaksi yang signifikan MM-EcoP dan motivasi akademik terhadap kompetensi ekologis dengan Sig. (p-value) = 0,016 < 0,05. Disimpulkan bahwa: (1) Perkuliahan Fisika Lingkungan dengan MM-EcoP cukup efektif meningkatkan kompetensi ekologis mahasiswa dengan ciri khas otentik, multi dan interdisipliner, mengkontsruksi kognitif, afektif, dan psikomotorik; dan berbasis motivasi akademik (2) Profil Motivasi akademik mahasiswa dalam perkuliahan Fisika Lingkungan dalam kategori kurang; (3) Kompetensi ekologis mahasiswa dengan model konvensional pada kategori kurang, sedangkan dengan MM-EcoP pada kategori baik; (4) Peningkatan kompetensi ekologis mahasiswa menggunakan MM-EcoP pada level motivasinya ada pada kategori cukup; dan (5) Ada pengaruh interaksi signifikan MM-EcoP dan motivasi akademik terhadap kompetensi ekologis. Hasil penelitian ini diharapkan dapat diimplementasikan pada perkuliahan lainnya untuk meningkatkan dimensi kognitif, afektif, dan psikomotorik, serta meningkatkan motivasi akademik. Direkomendasikan perlunya studi lanjut implementasi program ini dari perspektif lainnya.; The purpose of the study is to determine the impact of the application of ecopedagogy-based multimodel (MM-EcoP) on increasing the ecological competence of physics education students. Learning is carried out in Environmental Physics lectures with the material "Energy and Environmental Phenomena." The theoretical framework is based on MM-EcoP which consists of inquiry-based ecopedagogy (In-EcoP), problem-based ecopedagogy (PB-EcoP), and project-based ecopedagogy (PjB-EcoP), academic motivation, and academic achievement (cognitive, affective, and psychomotor). Research participants were 59 Physics Education students who were taking Environmental Physics lectures at one of the LPTKs in Central Sulawesi. By purposive judgment sampling, samples were obtained as the control group (N=22 people) and the experimental group (N=37 people). The research method uses a Mixed Methods Research (MMR) embedded experimental model with a Quasi Experiment One Group Pretest-Posttest design. Data on academic motivation and ecological competence were obtained with validated instruments: (1) Academic Motivation Scale, with 33 statement items with a Likert scale; (2) Cognitive Dimension Test, totaling 25 multiple-choice items; (3) The Ecological Attitude Scale consists of 46 statement items with a Likert scale; and (4) Psychomotor Observation Sheet, with 18 statement items. N-Gain test analysis and test the effect of interaction between variables using the Interaction of Two ways Anova with SPSS version 22 program for windows. The results showed that: (1) Environmental Physics Lecture with MM-EcoP in the study of Energy and Ecological Phenomena is a lecture oriented to ecopedagogy theory, authentic, interdisciplinary, and based on academic motivation; (2) The percentage of the average score of student academic motivation obtained 61.7 and 64 with the category of less motivation; (3) The percentage of students' cognitive dimension scores before intervention was 48.3 and 81.4 after learning; The percentage of students' affective dimension scores before the intervention was 58.4 and after the intervention was 83.4; Percentage of psychomotor dimension score after intervention 80.9; (4) The N-Gain in the cognitive dimensions of students is 83.3% in the good category; an increase in the ecological attitude of 60% of students in the less category; and the acquisition of psychomotor dimensions is 80.9% in good category; (5) There is a significant interaction effect of MM-EcoP and academic motivation on ecological competence with Sig. (p-value) = 0.016 < 0.05. It is concluded that: (1) Environmental Physics Lecture with MM-EcoP is quite effective in increasing students' ecological competence with authentic, multi and interdisciplinary characteristics, constructing cognitive, affective, and psychomotor; and based on academic motivation (2) Profile of student's academic motivation in Environmental Physics lectures in the poor category; (3) Students' ecological competence with the conventional model is in the poor category, while those with MM-EcoP are in a good category; (4) Increasing students' ecological competence using MM-EcoP at the level of motivation is in the sufficient category; and (5) There is a significant interaction effect of MM-EcoP and academic motivation on ecological competences. The results of this study are expected to be implemented in other lectures to improve the cognitive, affective, and psychomotor dimensions, as well as increase academic motivation. It is recommended that further study of the implementation of this program from other perspectives is needed.