Development of Problem-Based Health Education Media to Improve Students Reasoning and Physics Concepts Mastery
Abstract
Abstract Health education is the main focus in fostering students. This is a fundamental part of starting a healthy life in an educational environment. This study aims to develop a valid and effective problem-based health physics learning tool. The object of the research was FIK students who took the Health Education course as many as 49 students of Class A as the experimental class and 39 students of Class B as the control class. The method used is Research and Development with a pretest-posttest control group design. The results showed that the problem-based health physics learning device that had been tested by three experts was feasible to be applied in classroom learning. The N-gain of the experimental class students' reasoning was 0.6 and the control class was 0.3, while the N-gain of the experimental class students' conceptual mastery was 0.55 and the control class was 0.43. Furthermore, it can be concluded that the use of problem-based health physics learning tools is effective for improving students' reasoning and mastery of concepts
Keywords health education, reasoning physics concept, concept mastery.
Abstrak Pendidikan kesehatan menjadi fokus utama dalam membina peserta didiknya. Hal tersebut menjadi bagian fundamental untuk memulai hidup sehat dilingkungan pendidikan. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran fisika kesehatan berbasis masalah yang valid dan efektif. Objek penelitian dilakukan pada mahasiswa FIK yang mengambil mata kuliah Pendidikan Kesehatan sebanyak 49 mahasiswa Kelas A sebagai kelas eksperimen dan 39 mahasiswa Kelas B sebagai kelas kontrol. Metode yang digunakan yaitu Research and Development dengan desain pretest-posttest control group design. Hasil penelitian menunjukkan perangkat pembelajaran fisika kesehatan berbasis masalah yang telah diuji oleh tiga ahli layak untuk diterapkan dalam pembelajaran di kelas. N-gain penalaran mahasiswa kelas eksperimen adalah 0,6 dan kelas kendali 0,3 sedangkan N-gain penguasaan konsep mahasiswa kelas eksperimen adalah 0,55 dan kelas kendali 0,43. Sehingga dapat disimpulkan penggunaan perangkat pembelajaran fisika kesehatan berbasis masalah efektif untuk meningkatkan penalaran dan penguasaan konsep mahasiswa
Kata kunci pendidikan kesehatan, penalaran konsep fisika, penguasaan konsep.
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