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Marlinda Mega Dwi Prastuti. 2016.

Contextual-Based Physics Module Development to


Improve Critical Thinking Skills and Students Creativity on the Material for Heat and
Displacement. Thesis. Supervisor: Sukarmin, S.Pd., M.Sc., Ph.D. Cosupervisor Dr. Nonoh
Siti Aminah, M.Pd. Master of Science Education, Faculty of Education, Sebelas Maret
University Surakarta.

ABSTRACT

The purpose of this study were: 1) To prepare Contextual-Based Physics Module to increase
the level of critical thinking and creativity of students on the material for heat and
displacement. 2) Eligibility of the Contextual-Based Physics Module to increase the level of
critical thinking and creativity of students on the material for heat and displacement. 3)
Knowing increased levels of critical thinking and creativity of students after using the
Contextual-Based Physics Module to increase the level of critical thinking and creativity of
students on the material for heat and displacement.

Method used in this study is Research and Development method (R & D). The research model
using 4D research model with the steps: (1) The definition phase (define), (2) the design
stage (design), (3) the development stage (develop), (4) the deployment phase (dessiminate).
Definition phase consists of the needs of teachers and students analysis process, and analysis
of the material. The design phase of the physics module according to the syntax-based
contextual learning is integrated into the module. The development phase conducted
feasibility validation process module, module revision, and the application of contextual
based learning modules in class X1 SMAN 1 Sumberlawang. The deployment phase is the
modules deployment process to several subject teachers of Physics in SMA / MA. Analysis of
the data used for the research is a descriptive analysis based on the score criteria and
analysis of increasing students' creativity through the value of the gain.

Results concluded that: (1) Special characteristics Contextual-Based Physics Module on the
Material for Heat and Displacement developed by researcher with contextual learning syntax
as outlined in sections in the module. Sections include syntax constructivism (contructivism)
on the module design based contextual packed in rubric "Lets Watching", the question
syntax (Questioning) that is packed in rubric "Let's Questioning", inquiry syntax (Inquiry)
that is packed in rubric "Let's Try", learning community syntax (learning comunity) packed in
rubric "Let's Discuss", modelling syntax (modelling) is packed in a column "Let's Show", the
reflection syntax (reflection) packed in rubric "Let's Remember Back", and actual ratings
syntax (Authentic assessment) is packed in "Let's Test". (2) Contextual-Based Physics Module
on the Material for Heat and Displacement deserves to be used as teaching materials. It can
be seen from the results of validation experts, media specialist, language specialist, Physics
teacher and peers. Feasibility aspects of material obtained excellent category with a value of
3.67, the feasibility aspect of the media get very good category with a score of 3.74, and
aspects of language obtain excellent category with a score of 3.43. The result of the
calculation of the cut-off score indicates the module into the category feasible with a value of
3.62 with very good category. Large-scale test calculation results 94% of students gave
excellent ratings category with a score of 3.57. (3) Learning by using contextual-based
Physics module can enhance students' learning creativity and critical thinking skills of
students. It can be seen from the average score increase creativity and critical thinking skills
before and after using contextual-based module with the gain equation obtained normalized
value of 0.56 for the creativity of student learning by category criteria were normalized gain.
While the value of 0.50 for the gain critical thinking skills criteria normalized gain medium
category.

Keywords: contextual based Physics module, learning creativity, critical thinking skills.