Pengembangan dan Pengesahan Modul Pembelajaran Mandiri Berbasiskan Perubahan Konseptual Radikal

Abstract

Artikel ini membahas hasil penelitian tentang pengembangan Modul Pembelajaran Mandiri (MPM) yang didasarkan pada perubahan konsep secara radikal (the radical conceptual change). Pengembangan dan validitasi modul dibimbing oleh dua professor dari fakultas pendidikan, Universitas Kebangsaan Malaysia (UKM). Model modul yang dikembangkan didasarkan pada teori dan pemikiran yang dikemukakan oleh Donnelly, Mager, dan Moon. Isi dan bentuk modul yang telah dikembangkan divaliditasikan oleh pakar fisika dan pakar pendidikan fisika dari Universitas Syiah Kuala. Ujicoba tingkat keterbacaan dan keefektifan isi modul dilakukan pada mahasiswa program studi fisika dan pendidikan fisika, Universitas Syiah Kuala. Hasil validitasi menunjukkan bahwa 83% pakar mengatakan isi modul sudah sesuai dengan kurikulum dan deskripsi mata kuliah Fisika Kuantum. Hasil analisis secara deskriptif menunjukkan 91% mahasiswa memahami isi modul dan sekitar 81% mahasiswa kelompok eksperimen mengalami perubahan persepsi tentang konsep-konsep kuantum. Disamping itu, berdasarkan hasil analisis statistik inferensi menunjukkan adanya perbedaan hasil tes yang signifikan antara kelompok control dan kelompok eksperimen (t = 6.219; p = 0.05).

This articles is intended to discuss the research results on the module of the self-learning (MPM) based on the radical conceptual change. Developing and validating the module has been supervised by two professors from Education Faculty, National University of Malaysia, Malaysia. The developed model of module are based on three module theories, namely Donnelly, Mager, and Moon. The content and form of the developed module was validated by physicists and the education physicists from Syiah Kuala University, Indonesia. The pilot test for the readable level and the effectiveness of the developed module contents were conducted on university students. The results shows that 83% of the experts stated that the developed module contents are in a good agreement with the curriculum and the description of quantum physics course. The results of descriptive analysis figure out that about 91% of the students understand the developed module contents and 81% of the experimental group students underwent change in theirs perception on quantum concepts. While inference analysis exhibit that there is significant difference in the test results between the control group and the experimental group students (t = 6.219; p = 0.05).