Pengembangan Buku Ajar Fisika Sekolah berbasis Creative Responsibility untuk Mahasiswa Calon Guru

Abstract

Kreativitas menjadi sumber inovasi baru dalam menghadapi masalah kompleks di era globalisasi sekarang ini. Penting dilakukan mengarahkan setiap perkuliahan untuk melatihkan kreativitas mahasiswa. Produk kreativitas dapat maksimal, diperlukan nilai-nilai tanggung jawab agar melakukan yang terbaik. Penelitian ini bertujuan untuk mendeskripsikan validitas dan praktikalitas buku ajar fisika sekolah berbasis creative responsibility untuk mahasiswa calon guru. Jenis penelitian ini adalah penelitian pengembangan dengan model pengembangan Tessmer yaitu preliminary, self evaluation, expert review dan one-to-one, small group, dan field test. Subjek penelitian adalah 7 mahasiswa yang mengambil mata kuliah fisika sekolah. Intrumen pengumpul data berupa lembar validasi dan angket respon mahasiswa. Teknik analisis data menggunakan kualitatif yaitu tahap preliminary dan self evaluation, sedangkan pada tahap one-to-one dilakukan menggunakan analisis kuantitatif. Hasil penelitian didapatkan bahwa buku ajar yang dikembangkan menurut penilaian para pakar sudah valid dan juga sudah praktis berdasarkan respon mahasiswa terhadap buku ajar yang dikembangkan. Buku ajar fisika sekolah berbasis creative responsibility diharapkan dapat meningkatkan keterampilan berpikir kreatif dan tanggung jawab mahasiswa calon guru.Creativity is a source of innovations in dealing with complex problems in the current era of globalization. It is important to direct each lecture to train students' creativity. For creativity products to be maximized, the values of responsibility are needed to do the best. This study describes the validity and practicality of creative responsibility-based school physics textbooks for student teacher candidates. This type of research is research and development with the Tessmer development model, namely preliminary, self-evaluation, expert review and one-to-one, small group, and field test. The research subjects were seven students who took the school physics course. Data collection instruments in the form of validation sheets and student response questionnaires. The data analysis technique used qualitative, namely the preliminary and self-evaluation stages, while the one-to-one stage was carried out using quantitative analysis. The results showed that the textbooks developed according to the expert's assessment were valid and practical based on student responses to the developed textbooks. School physics textbooks based on creative responsibility are expected to improve prospective teacher students' creative thinking skills and responsibility.