Implementasi Model Inquiri Berbasis Simulasi PhET Untuk Meningkatkan Keterampilan Berpikir Kritis dalam Pembelajaran Fisika
Keywords:
Pembelajaran bebasis inkuiri, Simulasi PhET, Keterampilan berpikir kritis, Listrik arus searah, Pendidikan fisikaAbstract
Keterampilan berpikir kritis merupakan kompetensi abad ke-21 yang penting untuk menghadapi tantangan global. Hasil PISA 2022 menunjukkan kemampuan berpikir kritis siswa Indonesia masih rendah, hanya mencapai level 2. Pembelajaran fisika pada listrik arus searah melibatkan konsep abstrak yang memerlukan pendekatan inovatif. Penelitian ini menyelidiki efektivitas pembelajaran berbasis inkuiri menggunakan simulasi Physics Education and Technology (PhET) dalam meningkatkan keterampilan berpikir kritis pada listrik arus searah. Penelitian menggunakan desain pra-eksperimen dengan one-group pretest-posttest melibatkan 36 siswa kelas XII yang dipilih melalui purposive sampling. Instrumen yang digunakan adalah tes keterampilan berpikir kritis (skor 0-100). Data dianalisis menggunakan statistik deskriptif, uji t berpasangan, analisis N-Gain, dan perhitungan effect size. Hasil menunjukkan peningkatan dari rata-rata 64,06 menjadi 79,22 dengan gain score 15,17 poin dan N-Gain 0,350 yang termasuk kategori sedang. Uji t berpasangan menghasilkan t = 5,351 (p < 0,001), menunjukkan perbedaan yang signifikan. Analisis effect size mengungkapkan Cohen's d = 1,228 yang termasuk kategori efek besar. Sebanyak 94,4% siswa mengalami peningkatan keterampilan berpikir kritis, dengan 55,6% mencapai kategori sedang hingga tinggi dalam N-Gain. Temuan ini memberikan bukti empiris bahwa integrasi simulasi PhET dalam pembelajaran inquiri dapat menjadi strategi efektif untuk mengembangkan keterampilan berpikir kritis siswa. Pendekatan ini dapat diadopsi oleh pendidik untuk meningkatkan kualitas pembelajaran fisika, khususnya pada konsep-konsep abstrak.
Downloads
References
Akaygun, S., & Jones, L. L. (2015). Research-based design and development of a simulation of liquid-vapor equilibrium. Chemistry Education Research and Practice, 16(2), 362-375.
Alfiriani, A., & Hutabarat, O. (2017). Development of physics learning media using PhET simulation to improve students' critical thinking skills. Journal of Physics Education Research, 4(1), 15-22.
Batlolona, J. R., Baskar, C., Kurnaz, M. A., & Leasa, M. (2018). The effect of the implementation of PhET simulation-based learning on students' critical thinking skills. International Journal of Instruction, 11(4), 289-306.
Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury Academic.
Bruner, J. S. (2017). The process of education (Revised edition). Harvard University Press.
Butler, H. A. (2015). The Halpern critical thinking assessment predicts real‐world outcomes of critical thinking. Applied Cognitive Psychology, 29(5), 721-729.
Cetin, P. S. (2016). Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills. Research in Science & Technological Education, 34(1), 1-20.
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122.
Clark, R. C., Nguyen, F., & Sweller, J. (2016). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Cooper, M. M., & Klymkowsky, M. W. (2015). The trouble with chemical energy: Why understanding bond energies requires an interdisciplinary systems approach. CBE—Life Sciences Education, 14(4), ar29.
Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics-Physics Education Research, 10(2), 020119.
Engelhardt, P. V., & Beichner, R. J. (2004). Students' understanding of direct current resistive electrical circuits. American Journal of Physics, 72(1), 98-115.
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Measured Reasons and The California Academic Press.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-54.
Gormally, C., Brickman, P., & Lutz, M. (2015). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates' evaluation of scientific information and arguments. CBE—Life Sciences Education, 11(4), 364-377.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking. Psychology Press.
Handayani, S., Adlim, A., & Halim, A. (2015). Model pembelajaran inkuiri terbimbing berbasis literasi sains pada pembelajaran fisika. Jurnal Pendidikan Sains Indonesia, 3(2), 62-70.
Karpudewan, M., Zainuddin, Z., & Chandrasegaran, A. L. (2017). Overcoming students' misconceptions in science. Springer.
Khan, S. (2015). New pedagogies on teaching science with computer simulations. Journal of Science Education and Technology, 20(3), 215-232.
Kim, C., Kim, D., Yuan, J., Hill, R. B., Doshi, P., & Thai, C. N. (2015). Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching. Computers & Education, 91, 14-31.
Laal, M., & Ghodsi, S. M. (2016). Benefits of collaborative learning. Procedia-Social and Behavioral Sciences, 31, 486-490.
Lai, E. R. (2018). Critical thinking: A literature review. Pearson's Research Reports.
Lombardi, D., Nussbaum, E. M., & Sinatra, G. M. (2016). Plausibility judgments in conceptual change and epistemic cognition. Educational Psychologist, 51(1), 35-56.
Marin, L. M., & Halpern, D. F. (2015). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 14, 16-23.
Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403-423.
National Academy of Engineering. (2016). Engineering for a changing world: A roadmap to the future of engineering practice, research, and education. National Academies Press.
Nugent, G., Barker, B., Grandgenett, N., & Adamchuk, V. (2015). Impact of robotics and geospatial technology interventions on youth STEM learning and attitudes. Journal of Research on Technology in Education, 42(4), 391-408.
OECD. (2018). PISA 2018 results: What students know and can do (Volume I). OECD Publishing.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
Papadouris, N., & Constantinou, C. P. (2016). Investigating middle school students' ability to develop energy as a framework for analyzing simple physical phenomena. Journal of Research in Science Teaching, 53(1), 119-145.
Pérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., Kloos, C. D., & Rayyan, S. (2017). H-MOOC framework: Reusing MOOCs for hybrid education. Journal of Computing in Higher Education, 29(1), 47-64.
Potvin, P., & Cyr, G. (2017). Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers. Journal of Research in Science Teaching, 54(9), 1121-1142.
Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402-417.
Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2015). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136-153.
Saleh, S. (2019). Critical thinking as a 21st century skill: Conceptions, implementation and challenges in the EFL classroom. European Journal of Foreign Language Teaching, 4(1), 1-16.
Schraw, G., & Robinson, D. H. (2018). Assessment of higher-order thinking skills. Information Age Publishing.
Trna, J., & Trnova, E. (2015). Implementation of inquiry-based learning in science teacher training. Universal Journal of Educational Research, 3(11), 810-824.
Voogt, J., & Roblin, N. P. (2017). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321.
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Science, 322(5902), 682-683.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2015). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49.
Khatimah, H., & Rahman, A. (2023). Physics Education Technology Project (PhET): Interactive simulation to improve students' understanding of concepts and perceptions. International Journal of Physics Education, 8(2), 145-162.
Maknun, J. (2020). Implementation of guided inquiry learning model to improve understanding physics concepts and critical thinking skill of vocational high school students. International Education Studies, 13(6), 15-28.
Nurhayati, S., Wijaya, A. F., & Sari, D. P. (2022). Implementation of PhET simulation on motion material to improve problem solving skills of middle school students. Jurnal Penelitian Pendidikan IPA, 8(4), 1875-1882.
Putri, A. R., & Mahmud, A. (2019). Physics learning by PhET simulation-assisted using problem based learning (PBL) model to improve students' critical thinking skills in work and energy chapters in MAN 3 Sleman. Asia-Pacific Forum on Science Learning and Teaching, 20(1), 1-25.
Rahayu, M., & Santoso, B. (2024). The effectiveness of guided inquiry learning model with digital simulations to enhance students' critical thinking skills in physics. Journal of Digital Education Technology, 5(2), 89-105.
Suhirman, S., Prayogi, S., & Asy'ari, M. (2022). STEM education through PhET simulations: An effort to enhance students' critical thinking skills. International Journal of STEM Education, 9(1), 1-15.
Widodo, A., Rochintaniawati, D., & Riandi, R. (2025). The effect of inquiry-based learning on students' critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(2), em2345.
Downloads
Published
Data Availability Statement
All relevant data supporting the findings of this study are available within the article.
