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DEVELOPMENT OF CHARACTER ASSESSMENT SHEETS AND WORKSHEETS TO DEVELOP STUDENT’S RESPECT AND RESPONSIBILITY IN PHYSICS LEARNING WITH COOPERATIVE
MODEL TYPE TWO STAY TWO STRAY ( TSTS )
by
Pinaka Elda Swastika 10316244014
ABSTRACT
This research aims to determine : 1) the quality and feasibility of the character assessment sheets and worksheets based on character education that have been developed, 2) achievement of character respect and responsibility, 3) improvement in learning outcomes, and 4) the level of student satisfaction toward character education based on physics learning with cooperative learning, type two stay two stray ( TSTS ).
The learning resource development adopts R&D model suggested by Borg and Gall which consist of ten stages. In this research, it was limited from the first stage to the fifth stage. The five stages are research and information collection, planning, development and production, product testing, and main product revision. The instrument that was developed in this research include character assessment sheets accompanied by an assessment rubric, worksheets and questionnaire of student responses towards learning. The instruments that was developed, used on limited subject testing which in this research are 64 students. At the time of the research carried out observations of the character of respect and responsibility in physics learning used cooperative model type TSTS. Students do discussions using worksheets based on character education.
The results of this research are: 1) character (respect and responsibility) assessment form and worksheets based on character education with excellent quality which are feasible for use in the learning process based on character education with cooperative learning, type two stay two stray (TSTS), 2) achievement of character respect and responsibility while learning was categorized good, 3) standard gain for improved cognitive learning outcomes of students by 0.65, which mean that the improvement was categorized moderate , and 4 ) students also feel satisfied with the learning that has been made evident by the level of student’s satisfaction obtained by 75.104 %.
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PENGEMBANGAN LEMBAR PENILAIAN KARAKTER DAN LEMBAR KERJA SISWA (LKS) UNTUK MENGEMBANGKAN RESPECTDAN
RESPONSIBILITYSISWA DALAM PEMBELAJARAN FISIKA DENGAN
MODEL KOOPERATIF TIPE TWO STAY TWO STRAY(TSTS)
oleh
Pinaka Elda Swastika 10316244014
ABSTRAK
Penelitian ini bertujuan untuk mengetahui : 1) kualitas dan kelayakan dari instrumen penilaian karakter dan LKS berbasis pendidikan karakter yang dikembangkan, 2) ketercapaian karakter respect (hormat/menghargai) dan responsibility (bertanggungjawab), 3) besar peningkatan hasil belajar, dan 4) tingkat kepuasan siswa terhadap pendidikan karakter berbasis pembelajaran fisika dengan model kooperatif tipeTwo Stay Two Stray(TSTS).
Tahap penelitian ini menggunakan tahapan penelitian pengembangan menurut Walter R. Borg dan Merdith Damien Gall. Namun, hanya dibatasi sampai tahap kelima dari sepuluh tahapan yang ada, yaitu tahap observasi dan pengumpulan informasi, perencanaan, pengembangan bentuk awal produk, uji lapangan terbatas dan revisi produk utama. Instrumen yang dikembangkan dalam penelitian ini meliputi lembar penilaian karakter siswa disertai dengan rubrik penilaian, LKS dan angket respon siswa terhadap pembelajaran. Instrumen yang dikembangkan digunakan pada subjek uji coba terbatas, yaitu dalam penelitian ini adalah 64 siswa. Pada saat berlangsungnya penelitian dilakukan pengamatan terhadap karakter respect dan responsibility saat pembelajaran dengan model kooperatif tipe TSTS. Siswa melakukan diskusi dengan menggunakan LKS berbasis pendidikan karakter.
Hasil penelitian ini adalah : 1) lembar penilaian karakter (respect dan responsibility) dan LKS berbasis pendidikan karakter dengan kualitas sangat baik yang dinyatakan layak untuk digunakan dalam proses pembelajaran dengan model kooperatif tipe TSTS, 2) ketercapaian karakter respect dan responsibility saat pembelajaran dikategorikan baik, 3) standar gain untuk peningkatan hasil belajar kognitif siswa sebesar 0,65, yang berbarti peningkatannya sedang, dan 4) siswa juga merasa puas dengan pembelajaran yang telah dilakukan terbukti dengan diperoleh tingkat kepuasan siswa sebesar 75,104%.
