This study aims to develop problem-based learning tools to improve critical thinking skills that are valid, efficient, and effective for use in learning on harmonious vibration material. This research is a type of research and development (R&D) with a 4D model. At the define stage, is the initial stage for defining the problem. The design stage, designing learning device products in the form of syllabus, lesson plans, student worksheet, critical thinking skills test instruments, and learning videos. The develop stage is the development of the device from the results of the validity of the learning tools obtained from the validation results of 6 validators consisting of 3 expert validators and 3 on validators. The practicality or efficiency of the learning device is obtained from the responses of students and the learning implementation sheet. Increased critical thinking ability of students to analyze by determining the standard acquisition of the results before and after learning. The results of the validation show that the learning device components are in the very valid category for the syllabus and valid enough for lesson plans, student worksheet, critical instrument test skills, and video learning which means that they are good enough to be used in learning Reliability of the syllabus, lesson plans, student worksheet, critical thinking ability test instruments, and learning videos above 75% show all components that are in the reliable category. The results of student responses, as well as the implementation of learning are in the very practical category. Student learning outcomes have increased with a acquisition value of 0.66 which is in the medium category. Based on these results, it can change valid, efficient and effective problem-based learning tools used to improve students' thinking skills. The last stage is to disseminate the dissemination stage of the device where at this stage it is done by making journals to send
Referensi
Borich, Gray D. (1994). Observation Skill for Effective Teaching. New York: Macmillan Publishing Company.
Latifa, B. R. A., Verawati, N. N. S. P., & Harjono, A. (2017). Pengaruh Model Learning Cycle 5E (Engage, Explore, Explain, Elaboration, & Evaluate) terhadap Kemampuan Berpikir Kritis Peserta Didik Kelas X MAN 1 Mataram. Jurnal Pendidikan Fisika dan Teknologi, 3(1).
Meltzer, David E. (2002). The Relationship Between Mathematics Preparation and Conceptual Learning Gains In Physics: A Possible Hidden Variable In Diagnostic Pretest Scores. Departement of Physics and Astronomy, Lowa State University Journal.
Munandar, Haris., Sutrio.,& Taufik, Muhammad. (2018). Pengaruh Model Pemebelajaran Berbasis Masalah Berbantuan Media Animasi Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar. Jurnal Pendidikan Fisika Dan Teknologi, 4(1).
Mutoharoh. (2011). Pengaruh Model Pembelajaran Berdasarkan Masalah (Problem Based Learning) Terhadap Hasil Belajar Fisika. Skripsi. Jurusan Pendidikan IPA UIN Syarif Hidayartullah. Jakarta: Tidak Diterbitkan.
Nurmayani, L., Doyan, A., & Verawati, N. N. S. P. (2018). Pengaruh Model Pembelajaan Inkuiri Terbimbing terhadap Kemampuan Berpikir Kritis Peserta Didik. Jurnal Pendidikan Fisika dan Teknologi, 4(1).
Riduwan. (2010). Belajar Mudah Penelitian Untuk Guru-Karyawan dan Peneliti Pemula. Bandung: Alfabeta.
Setyosari, P. (2016). Metode Penelitian Pendidikan dan Pengembangan. Jakarta: Prenadamedia Group.
Sujarwanto, E, et al. (2014). Kemampuan Pemecahan Masalah Fisika Pada Modeling Instruction pada Siswa SMA kelas XI. Jurnal pendidikan IPA. Hlm. 66
Biografi Penulis
Siti Idiatul Hasanah, Program Studi Pendidikan Fisika, FKIP Universitas Mataram, Mataram
Mahasiswi pendidikan fisika FKIP universitas Mataram
