PENGEMBANGAN BAHAN AJAR INTERAKTIF MULTIREPRESENTASI (BAIM) MATERI GELOMBANG BERBANTUAN APLIKASI ARTICULATE STORYLINE 3 UNTUK MENINGKATKAN KOMPETENSI REPRESENTASI DAN KEMAMPUAN BERPIKIR KRITIS SISWA SMA - Mohamad Arif Rahmansyah, - (2022)
ABSTRAK Ilmu pengetahuan dan teknologi berkembang dengan sangat pesat, sehingga siswa perlu dibekali kemampuan berpikir kritis agar dapat menjadi lulusan yang dapat bersaing. Fisika adalah ilmu pengetahuan alam yang selalu disajikan dengan berbagai bentuk representatif, oleh karena itu, kompetensi representasi siswa mutlak diperlukan dalam memahami konsep-konsep fisika. Salah satu solusi yang dapat digunakan adalah dengan penggunaan Bahan Ajar Interaktif Multirepresentasi (BAIM). Penelitian merupakan penelitian Research and Development (R&D) yang mengadopsi model ADDIE. BAIM disusun berdasarkan teori multirepresentasi. Aplikasi Articulate Storyline 3 digunakan untuk membantu penyusunan BAIM. Serangkaian uji kelayakan telah dilakukan terhadap BAIM. Pertama, uji keterpahaman ide pokok wacana yang memperoleh skor 84,50 dengan kategori tinggi, artinya uraian materi beserta kontennya sudah dapat memberikan pemahaman pada siswa. Selanjutnya, dari uji validasi materi diperoleh skor 97,22 pada kesesuan materi dengan indikator dan 100 pada aspek kelayakan dari segi materi. Kemudian, uji validasi media menghasilkan skor 82,5 dengan kategori sangat layak dari segi media. Terakhir, dari uji validasi guru diperoleh skor 90,42 dengan kategori sangat layak. Berdasarkan hasil uji kelayakan, BAIM layak untuk diimplementasi dalam pembelajaran. Implementasi BAIM dilakukan kepada 34 siswa kelas XII SMA, selain itu dilakukan juga pembelajaran dengan mengimplementasi bahan ajar multirepresentasi berbantuan PowerPoint (BAM-P) kepada 31 kelas XII SMA. Seluruh kelas menerapkan model pembelajaran aktif Reading to Learn (R2L). Hasil implementasi BAIM menunjukan bahwa terdapat peningkatan dengan kategori tinggi pada seluruh variabel, kompetensi representasi siswa (N-gain = 0.75), kemampuan berpikir kritis siswa (N-gain = 0.74) dan pemahaman siswa (N-gain = 0.72). Sedangkan hasil implementasi BAM-P menunjukan peningkatan dengan kategori sedang pada seluruh variabel kompetensi representasi siswa (N-gain = 0.40), kemampuan berpikir kritis siswa (N-gain = 0.43) dan pemahaman siswa (N-gain = 0.49). Dengan membandingkan gain antara dua kelas tersebut diketahui bahwa BAIM mampu meningkatkan kompetensi representasi, kemampuan berpikir kritis dan pemahaman siswa lebih baik dibandingkan BAM-P. Uji hipotesis memberikan kesimpulan bahwa implementasi BAIM dalam pembelajaran berpengaruh signifikan terhadap kompetensi representatif, kemampuan berpikir kritis dan pemahaman siswa SMA. Kata Kunci: Bahan Ajar Interaktif Multirepresentasi, Kompetensi Representasi, Kemampuan Berpikir Kritis, Pemahaman Siswa ABSTRACT Science and technology are developing rapidly, so students need to be equipped with critical thinking skills in order to be able to compete. Physics is a science concept that is always presented in various representative forms, therefore, student's representation competence is absolutely necessary in understanding physics concepts. The solution used in this research is the use of Multirepresentation Interactive Teaching Materials (BAIM). This research is a Research and Development (R&D) type of research that adopts the ADDIE model. BAIM is created based on multi-representation theory. The Articulate Storyline 3 was used to assist in the creation of BAIM. A series of test has been conducted on BAIM before it can be implemented. First, the test of understanding the main ideas of the discourse which obtained a score of 84.50 with a high category, meaning that the description of the material and its content was able to provide understanding to students. Furthermore, from the material validation test, a score of 97.22 was obtained on the compability between material and learning indicators and a score of 100 on the appropriateness aspect in terms of material. Then, the media validation test resulted in a score of 82.5 with a very decent category in terms of media appropriateness. Finally, from the teacher validation test, a score of 90.42 was obtained with a very decent category. Based on the results of the appropriateness test, BAIM is appropriate to be implemented in learning. The implementation of BAIM was carried out for 34 twelve grader. An implementation of Multi-representation Teaching Materials in learning also carried out to 31 twelve grader. All classes applying the Reading to Learn (R2L) active learning model. The results of the BAIM implementation showed that there was an increase with a high category on all variables, student representation competence (N-gain = 0.75), students' critical thinking ability (N-gain = 0.74) and student understanding (N-gain = 0.72). While the results of Multi-representation Teaching Materials implementation showed an increase in the moderate category on all variables, student representation competence (N-gain = 0.40), students' critical thinking skills (N-gain = 0.43) and student understanding (N-gain = 0.49). By comparing the gains between the two classes, it is known that BAIM is able to improve representation competence, critical thinking skills and students' understanding better than Multi-representation Teaching Materials. Hypothesis testing concluded that the implementation of BAIM in learning had a significant effect on representative competence, critical thinking skills and understanding of high school students. Keywords: Multi-representation Interactive Teaching Materials, Representation Competence, Critical Thinking Ability, Student Understanding