Maya Sulistia Masrifa, Siti Nurdianti Muhajir, Resti Warliani

PENERAPAN MODEL INQUIRI TERBIMBING BERBASIS SENSOR PADA MATERI OSILASI BANDUL UNTUK MENINGKATKAN PENGUASAAN KONSEP SISWA

Introduction

Penerapan model inquiri terbimbing berbasis sensor pada materi osilasi bandul untuk meningkatkan penguasaan konsep siswa. Tingkatkan penguasaan konsep fisika siswa kelas XI pada materi osilasi bandul. Penelitian ini menggunakan model inkuiri terbimbing berbasis sensor (Phyphox) yang efektif untuk pembelajaran inovatif.

Abstract

Penelitian ini bertujuan untuk menganalisis peningkatan penguasaan konsep siswa setelah diterapkan model pembelajaran inkuiri terbimbing berbasis sensor pada materi osilasi bandul. Latar belakang penelitian ini adalah pentingnya penguasaan konsep sebagai dasar pemahaman fisika serta keterbatasan alat praktikum di sekolah. Penelitian ini menggunakan metode eksperimen semu dengan desain one-group pretest–posttest. Subjek penelitian terdiri atas 31 siswa kelas XI di salah satu SMA swasta di Kabupaten Garut. Data dikumpulkan melalui tes penguasaan konsep dan dianalisis menggunakan uji normalitas, uji paired sample t-test, serta perhitungan N-Gain. Hasil analisis menunjukkan bahwa data berdistribusi normal, dan terdapat perbedaan signifikan antara nilai pretest dan posttest dengan nilai signifikansi < 0,001. Nilai rata-rata N-Gain berada pada kategori sedang, yang mengindikasikan adanya peningkatan penguasaan konsep siswa setelah penerapan model pembelajaran. Selama proses pembelajaran, siswa menggunakan aplikasi Phyphox sebagai alat bantu sensor untuk memperoleh data eksperimen secara real-time. Dengan demikian, model inkuiri terbimbing berbasis sensor terbukti efektif dalam meningkatkan penguasaan konsep siswa serta memberikan kontribusi positif terhadap inovasi pembelajaran fisika yang kontekstual dan berbasis teknologi.

Review

This study presents a timely and relevant exploration into enhancing physics concept mastery through an innovative pedagogical approach. The authors effectively demonstrate the application of a sensor-based guided inquiry model for the topic of pendulum oscillation, yielding promising results. The integration of readily available sensor technology, specifically the Phyphox application, is a commendable strength, offering a practical and accessible solution for real-time data acquisition in experimental learning. The research provides compelling evidence, supported by a significant increase in pretest-posttest scores and a moderate N-Gain, that this model effectively improves students' conceptual understanding, making a positive contribution to contextual and technology-based physics education. While the findings are encouraging, an expert review would note some methodological considerations. The use of a one-group pretest-posttest design, while suitable for initial investigations, inherently limits the ability to conclusively rule out alternative explanations for the observed gains, such as maturation or historical effects, which a comparative control group could help address. Further details on the operationalization of "penguasaan konsep" (concept mastery) and the specific types of conceptual understanding assessed would also strengthen the paper. Additionally, a more in-depth description of how the sensor data collection was integrated into each specific stage of the "guided inquiry" model would provide clearer insights for practitioners seeking to replicate this successful intervention. Despite these points, the research offers a valuable blueprint for innovative physics instruction, especially in resource-constrained educational environments. Future research could build upon this foundation by employing a quasi-experimental design with a control group to strengthen the internal validity and generalizability of the findings. Exploring additional learning outcomes, such as student engagement, critical thinking, or problem-solving skills, beyond concept mastery would also provide a more holistic understanding of the model's impact. Investigating the long-term retention of concepts and the transferability of this sensor-based guided inquiry approach to other physics topics and diverse educational settings would be valuable next steps.

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